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A  manual  of  Sundav 


school 


V 

[Green  Fund  Book  No.  13.] 

A   Manual 

of 


Sunday-School    Methods 


BY 

Addison  Pinneo  Foster,  D.D. 


PHILADELPHIA: 

AMERICAN   SUNDAY-SCHOOL  UNION, 

1122  Chestnut  Street. 


Copyright,  1899  by  The  American  Sunday-School  Union. 


Contents. 


Preface 7 

PART  I.     FOR  THE  SUPERINTENDENT. 

Section  i.  Fundamental  Principles. 

Chap.      1.  The  Aim  of  the  Sunday-school 9 

«<        II.  The  Relation  of  the  Sunday-school  to  the  Church,  14 

"      III.  The  Religious  I.ife  of  the  School 17 

"       IV.  Systems  of  Bible  Study  in  the  Sunday-school  .    .  19 

Section  2.  The  Superintendent's  Place. 

Chap.      I.  The  Duties  of  the  Superintendent 23 

II.  Qualities  Desirable  in  the  Superintendent  ...  27 

III.  The  Superintendent  Preserving  Order 31 

IV.  The  Supernitendent  Teaching 36 

V.  The  Superintendent  Choosing  Teachers  ....  38 

VI.  The  Superintendent's  Pastoral  Work 44 

Section  3.  The  Superintendent's  Helpers. 

Chap.      1.  The  Pastor's  Relation  to  the  Sunday-school ...  47 

"        II.  Duty  of  Parents  to  the  School 54 

"      III.  The  Committees  of  the  Sunday-school 57 

"       IV.  The  Subordinate  Officers  of  the  School   ....  61 
"         V.  The  Young  People's  Society  and  the  Sunday-school,  66 

Section  4.  Special  Features  of  the  Sunday-school. 

Chap.      I.  Worship  in  the  Sunday-school 70 

"        II.  Music  in  the  Sunday-school 75 

"      III.  The  Supplemental  Lesson 79 

3 


CONTENTS 


Chap.   IV.  Public  Reviews 82 

"         V.  Benevolence  in  the  Sunday- school 89 

"       VI.   Sunday-school  Entertainments 96 

"     VII.  Temperance  in  the  Sunday-school 102 

"   VIII.  Special  Days  in  the  Sunday-school 109 

"       IX.  Time  for  Holding  the  Sunday-school 1 13 

Section  5.  The  School  as  Classified. 

Chap.      I.  Necessary  Divisions 117 

II.  The  Primary  Department 121 

III.  How  to  Hold  the  Older  Boys  and  Young  Men  .  127 

IV.  Adult  Bible  Classes 132 

V.  The  Normal  Class 136 

VI.  Teachers'  Meetings 140 

VII.  The  Home  Department 147 

Section  6.  Sunday-school  Appliances. 

Chap.      I.  The  Sunday-school  Library 153 

"        II.  Sunday-school  Supplies 159 

«       III.   Sunday-school  Rewards 165 

"       IV.  Sunday-school  Architecture 168 

Section  7.  The  Sunday-school  Under  Various  Conditions. 

Chap.      I.  How  to  Establish  New  Sunday-schools    .    .        .170 
II.  The  Sunday-school  Separate  from  any  Church   .  176 

III.  The  Country  Sunday-school 179 

IV.  The  Mission  Sunday-school  in  the  city 184 

V.  Sunday-schools  in  Summer  and  Winter   .    .    .    .186 

VI.  Denominational  and  Union  Sunday-schools.  .    .  191 

Section  8.  Sunday-schools  Associated. 

Chap.      I.  The  State  and  other  Sunday-school  Associations,  196 

"        II.  Sunday-school  Conventions 198 

"       III.  Sunday-school  Institutes 201 

"        IV.   Primary  Teachers'  Unions 206 

"         V.  Sunday-School  Missionary  Societies 208 


CONTENTS  5 

PART  II.     FOR  THE  TEACHER. 

PAGE 

Section  i.  Considerations  at  the  Basis  of  Teaching. 

Chap.      I.  The  Teacher's  Privilege 213 

"        II.  The  Teacher's  Aim • 217 

<'       III.  The  Teacher's  Responsibility 222 

*'       IV.  The  Teacher's  Relation  to  the   Sunday-school 

and  the  Church 224 

Section  2.  The  Teacher  that  is  Wanted. 

Chap.      I.  "Who  is  Sufficient  for  these  Things  ? 228 

"        II.  The  Teacher's  Character 232 

"       III.  The  Teacher's  Ability  to  Teach    ........  235 

"       IV.  The  Teacher's  Habits 239 

Section  3.  The  Teacher  Making  Ready. 

Chap.      I.  The  Teacher  Training  for  Service 241 

"        II.  The  Teacher  Preparing  the  Lesson 245 

<«      III.  The  Use  of  Lesson  Helps 248 

Section  4.  In  Regard  to  Teaching. 

Chap.      I.  Success  in  Teaching 252 

II.  Methods  of  Teaching 256 

III.  The  Art  of  Questioning 262 

IV.  Illustrations 267 

V.  Object  Teaching 271 

VI.  Primary  Teaching 274 

VII.  The  Kindergarten 278 

VIII.  A  Study  of  the  Pupil 284 

Section  5.  The  Teacher  with  his  Class. 

Chap.      I.  The  Teacher  Teaching  .        ...  ....  291 

"        II.  Special  Phases  of  Class- Work 296 

"      III.  The  Teacher  Preserving  Order 298 

"       IV.  The  Teacher's  Pastoral  Duties 300 

"         V.  The  Teacher  Winning  Souls 304 


Preface. 


The  aim  of  this  book  is  to  furnish  in  compact  form  a 
comprehensive  treatment  of  Sunday-school  principles  and 
methods.  The  Sunday-school  has  become  essential  in 
our  modern  church  life  and  has  developed  great  com- 
plexity, both  in  organization  and  method.  With  the 
growth  of  ideas  in  regard  to  education  in  general  and  the 
duties  of  the  church  in  particular,  the  Sunday-school  has 
taken  on  a  new  character  and  importance. 

In  writing  this  book  the  author  has  had  the  Sunday- 
school  constantly  in  mind  from  three  different  points  of 
view.  First,  he  has  written  out  of  his  experiences  as  a 
pastor  who  for  nearly  thirty  years  always  sought  to  be 
identified  with  his  school.  Second,  he  has  written  as  a 
superintendent  or  Sunday-school  teacher,  having  held 
both  positions  and  thus  had  practical  acquaintance  with 
Sunday-school  work.  Third,  he  has  written,  also,  as  a 
secretary  of  the  American  Sunday-School  Union,  inter- 
ested in  the  organization  of  Sunday-schools  in  destitute 
regions  and  recognizing  the  needs  of  these  small  rural 
schools,  just  beginning  under  great  difficulties,  and  unable 
to  secure  for  themselves  a  tithe  of  the  advantages  enjoyed 
by  the  more  favored  schools  in  the  great  centres. 

The  great  number  of  topics  which  must  be  treated  in 
any  reasonably  comprehensive  consideration  of  the  Sun- 
day-school, naturally  range  themselves  in  two  parts. 
I.  The   superintendent  will    concern   himself  especially 

7 


8  PREFACE. 

with  points  that  have  reference  to  the  administration  of 
the  whole  school ',  2.  The  teacher,  necessarily,  will  turn 
his  thoughts  to  his  obligations  to  his  class.  This  suggests 
for  convenience  of  division  that  we  treat,  first,  those  gen- 
eral themes  connected  with  the  Sunday-school  for  which 
the  superintendent  is  especially  responsible,  and,  second, 
those  duties  and  methods  which  belong  to  the  teacher. 
Under  these  two  general  divisions  the  treatment  of  the 
subject  has  been  arranged  in  sections,  each  taking  up 
some  distinct  phase  of  the  topic,  while  in  separate  chap- 
ters individual  principles  or  methods  have  been  con- 
sidered. 

Many  admirable  books  have  been  written  on  the 
Sunday-school,  and  in  these  certain  points  have  been 
discussed  with  fulness  and  certain  positions  established. 
It  would  be  as  impossible  to-day  to  write  comprehen- 
sively of  the  Sunday-school  without  introducing  prin- 
ciples already  well  established  as  to  write  a  treatise  on 
astronomy  without  introducing  facts  first  proved  and  pub- 
lished by  Galileo,  Newton  and  Laplace.  A  complete 
survey  of  the  subject  must  present  these  fundamental 
truths,  and  yet  he  who  arranges  and  classifies  established 
facts  has  an  important  work  to  do,  while  in  a  discussion 
of  the  Sunday-school  a  wide  field  remains  for  original 
suggestion. 

On  making  this  circuit  of  Sunday-school  topics  the 
writer  is  filled  with  a  deeper  thankfulness  than  ever  for 
the  power  and  blessing  of  the  modern  Sunday-school. 
Its  growth  during  the  last  century  and  its  present  remark- 
able development  and  efficiency  abundantly  prove  it  to 
be  under  the  approval  of  God. 

Addison  P.  Foster. 


A  Manual 

of 

Sunday-School  Methods. 


Part  I.      For  The  Superintendent. 


Section  i.     Fundamental  Principles. 
CHAPTER  I. 

THE   AIM   OF  THE   SUNDAY-SCHOOL. 

The  Sunday-school  Idea  Not  New.  The  idea  of 
the  Sunday-school  is  not  modern.  The  Sunday-school, 
rather,  is  ingrained  in  the  life  of  God's  people.  It  can- 
not be  questioned  that  the  religious  education  of  the 
young  was  carefully  sought  in  Old  Testament  times,  pre- 
vailed among  the  Jews  in  the  New  Testament  age,  was 
the  practice  of  the  early  church,  and  has  taken  some 
shape  in  the  church  of  God  ever  si  nee.  ^ 

1  See  on  this  point  Dr.  E,  W.  Rice's  article  entitled,  "  Sunday- 
schools,"  in  the  Schaff-Herzog  Encyclopoedia  of  Religious  Knowl- 
edge. 

9 


10        3IANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[part  I.  §  I,  CH.  i. 

In  ancient  Jewish  synagogues  on  Sabbath  afternoons 
was  a  '' Beth-ha-Midrash,"  a  House  of  Search  or  Study, 
which  was  in  substance  what  the  Sunday-school  is  to-day.^ 

Christ,  when  a  boy,  was  found  by  his  parents  in  the 
temple,  asking  and  answering  questions  about  the  Old 
Testament  law,  and  when  he  assumed  his  ministry  he 
not  only  preached  but  taught,  that  is,  he  evidently  took 
part  in  the  Sabbath  afternoon  Jewish  Bible-school.  The 
early  Christian  church  modelled  its  services  of  worship 
largely  on  those  of  the  synagogue.  The  practice  of  teach- 
ing was  general  and  the  associated  study  of  the  Bible  was 
recognized  as  a  duty.  The  great  commission  required 
all  nations  to  be  made  disciples  or  learners  and  the 
church  of  God  to  engage  in  teaching.  There  is  abun- 
dant evidence  that  the  essential  principles  of  the  modern 
Sunday-school  were  mcorporated  in  the  practice  of  the 
early  church.  Robert  Raikes,  in  1780,  in  organizing  his 
mission  Sunday-school  in  Gloucester,  England,  did  but 
develop  ideas  of  religious  study  accepted  by  the  church 
from  its  earliest  days. 

Teaching  Not  Preaching.  The  distinctive  idea  of 
the  Sunday-school,  as  we  may  trace  it  through  the  history 
of  the  church,  is  teaching.  A  more  formal  way  of  pre- 
senting the  truth  is  oratorical  and  is  called  preaching. 
But  the  Bible  makes  constant  distinction  between  preach- 
ing and  teaching,  insisting  on  the  latter  quite  as  much  as 
on  the  former. 

But  teaching  indicates  study ;  it  implies  education ; 
its  aim  is  that  of  mental  assimilation  and  digestion;  its 
method  is  that  of  question  and  answer. 

The  Sunday-school  a  Church  Nursery.  While 
the  modern  Sunday-school  movement  began  in  an  effort 
to  reach  those  outside  of  the  church,  yet  the  Sunday- 

*  Yale  Lectures  on  the  Sunday-school  by  Dr.  H.  C.  Trumbull. 


THE  Am  OF  THE  SUNDAY-SCHOOL.  11 

PART  I,   §   I,  ClI.  i.J 

school,  as  we  see  it  to-day,  is  too  often  merely  a  church 
nursery.  It  is  managed  solely  with  a  view  to  promote 
the  life  of  the  local  church  itself.  As  a  nursery  of  the 
church  it  aims  first  of  all  to  care  for  the  children  of 
church  members  and  pew-holders.  In  a  distinctively 
family  church,  as  most  of  our  churches  in  the  cities  must 
necessarily  be,  this  aim  is  unavoidably  prominent.  The 
children  in  such  schools  are  mainly  from  refined  Christian 
homes  and  the  school  must  be  shaped  by  the  fact. 

In  such  churches  the  great  need  of  the  school  arises  from  the 
tendency  of  humanity  to  receive  the  truth  superficially,  and  to  for- 
get it  quickly.  There  must  be  subsoiling;  there  must  be  the  har- 
rowing in  of  the  seed ;  and  the  Sunday-school's  social  study  of  God's 
word  is  the  method  divinely  ada|)ted  to  produce  deep  and  lasting 
impressions.  The  church  cannot  afford  to  give  up  systematic  and 
thorough  Bible  study  as  a  regular  part  of  its  own  religious  services 
in  which  all,  both  young  and  old,  should  share. 

The  Sunday-school  an  Evangelizing  Agency.  But 
in  addition  to  the  use  of  the  Sunday-school  as  a  church 
nursery,  it  is  invaluable  also  as  an  evangelizing  agency. 
There  is  no  school,  in  no  matter  how  cultured  a  neighbor- 
hood, which  may  not  reach  out  into  the  surrounding  com- 
munity and  touch  those  who  are  not  in  the  habit  of  church- 
going.  Every  school  may  have  in  it  to  some  degree, 
a  mission  element,  while  there  are  innumerable  localities 
where  the  Sunday-school  is  the  one  influence  available  to 
reach  the  non-church-goers.  It  is  an  evidence  of  the 
divine  prigin  of  the  Sunday-school  and  of  its  spiritual 
power  that  it  proves  to  be  so  successful  a  missionary 
agency.  There  is  nothing  like  it  to  reach  those  un- 
reached before,  to  kindle  a  gospel  fire  and  to  fan  the  flame 
till  the  whole  community  is  reached. 

An  Advance  Needed.  Unquestionably  an  advance 
is  needed  in  Sunday-school  methods.     Modern  methods 


12        3IANUAL  OF  SUNDAY-SCHOOL  BIETHODS. 

[PART  I.   §   I,  CH.  i. 

in  secular  education  are  vastly  different  from  the  methods 
of  a  half-century  or  even  a  quarter-century  ago.  The 
young  people  in  our  Sunday-schools  are  under  the  daily 
training  of  the  improved  methods  of  our  secular  schools 
and  notice  the  difference  in  our  Sunday-schools.  As  the 
Sunday-school  largely  lacks  the  systematized  and  scholarly 
methods  of  our  public  schools,  these  young  people  make 
comparisons  to  the  disadvantage  of  the  Sunday-school  and 
presently  become  dissatisfied  and  withdraw. 

The  remedy  for  this  is  to  improve  our  Sunday-schools, 
and  while  avoiding  a  servile  imitation  of  secular  schools, 
yet  to  bring  Sunday-schools  up  to  the  high  standards  of 
modern  educational  methods. 

1.  A  trained  superintendent  needed.  The  time  is 
coming  when  in  our  large  city  schools  a  trained  and 
salaried  Sunday-school  superintendent  will  be  required  as 
much  as  a  pastor.  Already  a  movement  has  begun  in  this 
direction  and  several  of  our  largest  churches  have  secured 
such  an  officer,  while  at  least  one  institution,  the  Bible 
Normal  College  at  Springfield,  Massachusetts,  has  ar- 
ranged a  course  of  study  to  fit  young  men  for  this  post. 

2.  Trained  teachers  needed.  Further  than  this,  it  is 
essential  that  the  teachers  in  our  Sunday-schools  be  able 
to  compare  favorably  with  the  teachers  in  our  day  schools. 
Too  often,  these  teachers  are  not  trained  for  their  work 
and  have  no  suitable  skill  for  their  position.  They  lack 
information  regarding  the  Bible ;  they  do  not  adequately 
study  their  lessons,  and  have  only  the  most  superficial 
knowledge  of  what  they  undertake  to  teach ;  they  know 
absolutely  nothing  of  the  principles  and  methods  on  which 
successful  teaching  is  based.  Too  often  such  teachers  are 
in  their  places  simply  because  they  are  the  only  ones  that 
can  be  obtained.  This  must  be  met  by  special  efforts  to 
develop  a  suitable  teaching  force  in  the  Sunday-school. 


THE  AIM  OF  THE   SUNDAY-SCHOOL.  13 

PART  I.  §  I,  cn.  i.] 

The  importance  of  normal  training  cannot  be  exaggerated, 
and  more  and  more  emphasis  is  certain  to  be  laid  on  this 
as  the  years  pass.  Much  has  already  been  done  to  facili- 
tate such  normal  study.  Classes  have  been  formed  in 
many  schools,  teachers'  meetings  are  maintained,  insti- 
tutes are  frequently  held,  while  the  school  just  mentioned, 
if  not  several  others,  is  making  a  specialty  of  training 
teachers. 

3.  A  graded  Siinday-scJiooL  Connected  with  the  need 
of  trained  superintendents  and  teachers  is  the  need  of  an 
improved  and  graded  method  of  conducting  the  Sunday- 
school.  Of  course  a  thorough  system  of  grading  is  im- 
possible in  small  country  schools,  but  in  all  the  larger 
schools  in  cities  and  villages,  more  careful  grading  is  pos- 
sible and  should  be  sought.  The  Sunday-school  hopes  to 
retain  in  its  membership  and  under  its  instruction  persons 
from  early  childhood  to  old  age.  It  must  have  unusual 
attractions  and  be  uncommonly  well  managed  to  do  this. 
Of  late  the  grading  of  the  Sunday-school  and  the  arrange- 
ment of  a  well-defined  course  of  study  to  cover  a  series  of 
years  have  received  much  attention  and  careful  thought, 
while  schemes  have  been  devised  for  a  curriculum  of  con- 
secutive study  that  shall  cover  at  least  sixteen  years. 
Something  of  this  sort  is  essential  to  bring  the  Sunday- 
school  up  to  the  high  standards  of  modern  education. 
After  all,  the  fundamental  idea  in  grading  a  school  is  very 
simple  and  can  prevail  to  some  extent  in  a  small  rural 
school  as  well  as  in  a  large  city  school ; — it  is  that  the 
methods  in  teaching  and  in  other  directions  should  be 
adapted  to  the  need  of  the  pupils. 


CHAPTER  II. 

the  relation  of  the  sunday-school  to  the  church. 

The  Sunday-school  a  Department  of  the  Church. 
When  the  Sunday-school  exists  in  connection  with  a 
church,  to  fail  to  recognize  it  as  a  department  of  the 
church  is  to  narrow  its  opportunities,  to  impair  its  useful- 
ness, and  to  threaten  the  harmony  of  the  church  itself. 
A  school  connected  with  a  church,  but  holding  itself 
aloof  and  managing  its  affairs  independently,  is  a  con- 
stant menace. 

Temptation  to  Independence.  There  are  reasons  why  the 
school  tends  to  a  position  of  independence.  Ordinarily  in  these 
days  the  school  comes  first  and  the  church  grows  out  of  it.  When 
this  is  the  case  it  is  not  always  easy  for  the  school  to  give  way 
gracefully  to  the  church  and  to  take  a  subordinate  place.  Then 
the  school  is  often  the  only  large  and  complete  organization  exist- 
ing in  the  church.  Having  its  own  officers  and  rules,  it  sometimes 
becomes  a  power  and  assumes  authority  that  belongs  only  to  the 
church.  The  Sunday-school  sometimes  falls  into  the  hands  of  an 
ambitious  and  self-willed  man  who  resents  the  control  of  the  church 
and  who  finds  his  opportunity  in  the  school.  But  not  only  is  there 
such  a  tendency,  or  at  least,  temptation,  to  independence ;  the 
church  itself  sometimes  aggravates  the  danger  by  its  own  treatment 
of  the  school.  It  refuses  to  assume  the  support  of  the  school,  when 
it  is  under  more  obligation  to  provide  for  the  spiritual  education  of 
its  children  than  for  the  music  of  a  paid  choir  or  an  organ  as  an 
aid  to  worship.  It  shows  its  indifference  to  the  school  by  the  un- 
willingness of  its  adult  members  to  serve  as  teachers  or  even  to  at- 
tend the  school.  A  child  that  is  utterly  neglected  by  its  parents 
must  not  be  unduly  blamed  if  it  goes  its  own  way. 

If  a  Department  of  the  Church,  What  Then  ?     If 
the  Sunday-school  is  recognized  as  a  part  of  the  church, 
14 


RELATION  OF  SUNDAY-SCHOOL   TO  CHURCH.     15 

PART  I.  §   I,  CH.  ii.] 

or  rather,  as  the  church  working  in  a  certain  way,  then 
certain  things  must  follow. 

1.  The  fina7icial  support  of  the  school  must  be  as- 
sumed by  the  church  and  provided  for  exactly  as  are  the 
salaries  of  the  pastor,  the  sexton  and  the  organist,  or  as 
the  ordinary  bills  for  heating  and  lighting  the  church. 
Further  than  this, 

2.  The  church  should  in  some  way  have  supervision 
and  authority  over  the  Sunday-school.  While  the  super- 
intendent and  teachers  are  not  to  be  hampered  needlessly, 
yet  they  are  but  the  representatives  and  servants  of  the 
church  and  should  therefore  be  such  as  the  church  ap- 
proves. It  is  customary  in  many  schools  to  submit  all 
school  elections  to  the  church  for  approval,  while  an  an- 
nual report  is  made  to  the  church.  In  some  churches  the 
official  board  decides  all  action.  Some  method,  consist- 
ent with  the  polity  of  the  church,  should  be  adopted  to 
make  this  relation  clear. 

The  School  Must  Work  in  Har:mony.  It  follows  as 
a  matter  of  course  that  the  school  should  work  in  harmony 
with  the  church  plans  and  in  no  wise  conflict  with  church 
services. 

1.  In  regard  to  time  of  rneeting.  The  hour  when  the 
Sunday-school  meets  must  be  carefully  determined  in 
consideration  of  the  best  good  of  all  concerned.  Its  re- 
lations to  preaching  services,  to  prayer-meetings  and  to 
other  church  exercises,  are  to  be  considered  with  a  view 
to  helping  them  all. 

2.  Jn  regard  to  Sunday-school  e?ttertai7iments.  These 
must  never  be  allowed  to  interfere  with  the  religious  work 
of  the  church,  or  occur  at  a  time  to  detract  from  any 
spiritual  impressions  the  church  is  seeking  to  promote. 

3.  By  promoting  church  attendance.  The  school 
should  be  careful  to  promote  church  attendance  rather 


16        3IANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[PART  I.   §  I,  CH.  ii. 

than  hinder  it.  There  is  great  Hability  that  the  children 
in  the  school  may  come  to  feel  that  this  is  all  the  service 
they  can  attend  during  the  day  and  that  parents  will  in 
consequence  excuse  them  from  the  regular  preaching 
service.  If  this  is  done,  it  is  almost  certain  that  in  time 
these  children  will  become  neglecters  of  the  house  of  God, 
and  that  when  adults  they  will  not  go  to  church.  The 
absence  of  children  from  the  preaching  service  in  the 
house  of  God  is  notorious,  and  is  unquestionably  a  lead- 
ing factor  in  the  church  neglect  that  has  developed  to 
such  an  alarming  extent  in  this  country.  The  Sunday- 
school  must  see  to  it  that  it  is  not  to  blame  for  this  evil. 
It  need  not  be.  A  little  wise  influence  on  the  part  of  the 
superintendent,  teachers  and  pastor,  may  easily  promote 
attendance  among  Sunday-school  scholars. 


CHAPTER  III. 

THE    RELIGIOUS    LIFE    OF   THE    SCHOOL. 

A  Temptation  to  Inferior  Aims.  There  is  great 
temptation  in  the  Sunday-school,  as  in  all  other  kinds  of 
religious  work,  to  content  one's  self  with  inferior  aims. 
It  is  exceedingly  difficult  to  hold  the  school  up  to  a  high 
spiritual  standard.  The  world  exercises  the  secret  and 
subtile  force  of  gravity  continually,  and  seeks  to  pull 
down  to  its  level  everything  that  is  rising  toward  heaven. 
Instead  of  spiritual  results,  as  seen  in  the  conversion  of 
souls,  in  holy  living,  in  greater  religious  activity,  in  a 
fuller  comprehension  of  truth,  there  is  temptation  to  be 
satisfied  with  temporal  and  material  results,  such  as  a 
large  attendance,  promptness,  a  good  collection,  superior 
music,  and  the  like.  These  things  are  far  more  easily 
secured,  fall  more  in  the  line  of  the  business  methods  to 
which  the  superintendent  is  accustomed,  and  make  a 
better  display  in  the  eyes  of  the  careless  observer.  If  the 
superintendent  is  not  himself  spiritually-minded,  but 
measures  success,  as  is  too  often  the  case,  by  numbers  or 
show,  he  is  likely  to  be  satisfied  with  the  material  ad- 
vance of  the  school,  quite  unconscious  of  its  higher 
needs. 

The  Religious  Influence  of  the  Sunday-school. 
As  a  matter  of  fact,  every  school  exists  for  religious 
needs,  and  its  success  is  to  be  measured  by  its  religious 
influence.  It  has  been  well  said  that  the  Sunday-school 
exists  to  teach  religion  through  the  Bible  and  not  to  teach 
the  Bible.     \Vhat  we  need  to  know  is  how  to  live  aright 

17 


18        3IANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[part  I.  §  I,  CH.  iii. 

toward  God  and  man,  and  we  study  the  Bible  to  find  out 
what  it  teaches  on  these  points.  The  whole  machinery 
of  the  Sunday-school  is  arranged  to  this  end,  and  the  one 
question  which  most  decides  its  merit  is,  What  does  it  do 
for  souls  ?  We  do  not  judge  a  great  manufactory  by  the 
elegance  of  its  architecture,  nor  by  the  amount  of  water 
that  pours  through  its  canals,  nor  by  the  brilliant  display 
its  windows  make  at  night.  We  judge  a  Sunday-school 
as  we  judge  a  manufactory  by  the  answer  given  to  the 
question,  "  What  is  the  character  of  its  products  ?  "  The 
school  should  be  marked  by  a  high  religious  atmosphere. 
Those  who  are  there  should  feel  that  they  are  there  for 
important  business,  and  immortal  destinies  hang  on  the 
hour.  Here  is  a  chance  to  make  souls  happy  by  bring- 
ing them  into  sweet  and  loving  loyalty  to  their  Father. 


CHAPTER  IV. 

SYSTEMS    OF    BIBLE    STUDY    IN    THE    SUNDAY-SCHOOL. 

Knowledge  of  the  Bible.  One  chief  aim  of  the 
Sunday-school  is  to  instruct  those  who  attend  the  school 
in  the  Word  of  God.  It  is  of  the  first  importance  that 
the  school  be  taught  to  reverence  the  Bible  and  to  recog- 
nize it  as  the  basis  of  all  religious  knowledge.  If  no 
more  were  done  in  the  school  than  to  awaken  a  reverence 
for  the  Bible  and  an  appetite  for  its  study,  the  result 
would  well  repay  the  effort  to  secure  it. 

One  of  the  most  impressive  sights  in  the  great  Bethany  Sunday- 
school  at  Philadelphia,  where  4,000  people  are  together,  is  when 
the  superintendent  calls  out,  "  Show  your  Bibles  "  and  on  all  sides 
the  eager  hands  of  pupils  thrust  their  Bibles  high  up  like  stand- 
ards. It  is  not  enough  to  have  in  the  class  the  lesson  help  with 
the  Scripture  for  the  day  printed  in  it.  The  Bible  itself  should  be 
there,  and  every  pupil  should  gain  a  familiarity  with  it,  be  able  to 
refer  at  once  to  passages  throwing  light  on  the  lesson,  and  by  thus 
comparing  Scripture  with  Scripture,  develop  the  true  method  of 
Bible  study  and  a  right  attitude  toward  the  Bible. 

In  some  schools  an  admirable  device  has  been  successfully  tried 
to  secure  the  presence  and  use  of  Bibles.  The  superintendent 
prepares  a  Bible-reading  on  the  lesson.  He  then  announces  one 
passage  after  another  for  the  whole  school  to  find.  Stating  the 
chapter  and  verse,  he  gives  the  school  a  certain  number  of  seconds 
in  which  to  find  the  place,  standing  with  watch  in  hand  to  call  out 
when  the  time  is  up.  Each  one  is  to  rise  as  soon  as  he  finds  the 
passage.  Great  interest  is  excited,  and  all  are  eager  to  be  on  their 
feet  before  the  allotted  time  has  expired.  Of  course  all  in  the 
school  are  sure  to  bring  their  Bibles  for  such  a  service. 

A  Graded  System  of  Bible  Study.  The  question  is 
now  seriously  discussed  whether  our  schools  are  doing  all 

19 


20        3IANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[part  I.  §  I,  cii.  iv. 

they  ought  to  secure  a  thorough  knowledge  of  Scripture. 
Our  present  and  generally  accepted  method  of  uniform 
Bible  lessons  has  its  great  advantages  and  has  unquestion- 
ably accomplished  much  good.  But  educational  methods 
are  making  constant  advance.  Our  public  schools  and 
colleges  are  teaching  in  different  ways  and  doing  far  bet- 
ter work  than  they  did  a  quarter  of  a  century  ago. 
Similar  improvements  are  not  only  possible  but  urgently 
needed  in  our  Sunday-schools.  This  improvement  should 
come  in  the  line  of  a  graded,  systematic,  and  exhaustive 
course  of  Bible  study. 

At  present,  the  only  grading  is  that  all  the  classes  in  the  school, 
while  studying  the  same  portion  of  Scripture,  study  it  from  differ- 
ent points  of  view,  and  take  up  topics  connected  with  it  of  greater 
or  less  difficulty.  This  is  well  as  far  as  it  goes,  but  it  is  not 
enough.  The  command  is  to  give  each  his  portion  of  meat  in  due 
season,  and  we  must  serve  out  milk  for  babes  and  meat  for  strong 
men.  To  do  this  we  must  arrange  a  course  of  study  in  the  Sun- 
day-school lasting  for  a  series  of  years.  The  pupil  must  be  ad- 
vanced from  one  grade  to  another,  as  in  the  public  school,  each 
year  taking  up  more  difficult  topics  and  passages  that  have  been 
prepared  for  by  the  study  that  has  gone  befofe.  The  primary 
scholar  will  then  study  the  simple  stories  of  the  Bible  and  the 
leading  historic  facts;  the  intermediate  scholar  will  take  such 
things  as  the  parables,  an  outline  life  of  Christ,  the  general  move- 
ment of  Scripture  history ;  the  adult  department  will  consider  not 
only  historic  facts  but  fundamental  religious  truths;  while  the  vet- 
erans in  Sunday-school  study  will  give  themselves  to  the  epistles, 
to  prophecy,  to  the  gospel  of  John  and  the  philosophy  of  religion. 
This,  of  course,  is  a  rough  outline,  intended  to  be  suggestive 
merely.  Some  attempts  at  such  graded  methods  have  already  been 
made,  and  they  are  a  decided  advance  on  the  past.  They  may 
not  completely  fill  the  need,  but  unquestionably  they  are  working 
on  the  right  lines  and  deserve  encouragement. 

The  International  System.  The  present  Inter- 
national system  of  uniform  lessons  is  admirably  adapted 


BIBLE  STUDY  IN  THE  SUNDAY-SCHOOL.        21 

PART  I.  §   I,  ClI.  iv.] 

for  certain  lines  of  Bible  study.  There  are  a  great  num- 
ber of  small  country  schools,  of  mission  schools  in  and 
out  of  the  city,  of  schools  of  heterogeneous  and  mis- 
cellaneous and  migratory  elements,  in  which  the  uniform 
lessons  are  the  best  possible.  We  owe  a  debt  of  grati- 
tude to  the  International  lesson  system  for  what  it  has 
accomplished,  and  we  may  be  sure  that  its  work  is  not 
yet  done  and  is  not  likely  soon  to  be. 

Why  a  Graded  Method.  With  all  that  may  justly 
be  said  in  favor  of  the  International  system,  it  is  certain 
that  in  our  well-established  church-schools,  in  schools 
large,  permanent,  and  intelligent,  in  schools  where  the 
emphasis  must  be  on  education  rather  than  evangelization, 
a  graded  method  is  needed.  Such  a  method,  covering 
the  whole  Bible,  giving  a  systematic  and  scholarly 
knowledge  of  Scripture,  is  the  method  which  is  most 
likely  to  hold  the  whole  congregation  in  the  school  from 
childhood  into  youth,  from  youth  into  manhood,  and 
from  adult  years  to  old  age.  What  we  want  is  genuine 
study  of  the  Scriptures,  a  study  that  steadily  advances, 
and  every  year  gives  one  a  wider  scope  of  vision  and  a 
truer  grasp  of  the  deep  things  of  God.  Such  study,  lift- 
ing one  every  year  to  a  higher  platform  of  thought,  will 
make  the  Bible  known  as  never  before,  and  will  take 
from  young  people  the  feeling  that  they  have  compassed 
the  study  of  the  Bible  and  are  now  too  old  to  continue 
its  study  longer.  Such  a  systematic,  consecutive,  ever- 
advancing  and  thorough  study  of  Scripture  will  immeas- 
urably increase  our  sense  of  its  value  and  give  us  a  new 
interest  in  our  work. 

Advanced  Bible  Study.  The  general  introduction 
of  the  study  of  the  Bible  into  our  colleges  and  other 
higher  schools  of  learning  will  help  greatly  in  this  matter. 
Such  study  is  already  raising  up  for  us  an  influential 


22        MANUAL  OF  SUNDAY-SCHOOL  3TETnODS. 

[part  I.  §  I,  CH.  iv. 

number  of  scholarly  young  people  whose  knowledge  of 
the  Bible  is  comparatively  thorough  and  who  are  sure  to 
create  an  atmosphere  of  interest  in  Bible  study  in  the 
communities  where  they  locate.  Why  should  not  similar 
methods  of  Biblical  study  under  the  best  leadership  be 
generally  taken  up  in  our  churches?  There  might  in 
most  large  communities  be  formed  a  class  for  the  study 
of  the  Bible  in  a  scholarly  and  comprehensive  fashion. 
This  could  be  taught  by  some  graduate  of  one  of  these 
institutions  or  by  some  local  pastor.  What  more  useful 
and  interesting  service  could  be  rendered  for  the  church 
of  God  by  the  many  clergymen  who  are  now  no  longer 
in  the  active  pastorate  than  to  conduct  a  class  like  this  ? 
Such  a  class  should,  of  course,  meet  at  some  other  time 
than  the  regular  Sunday-school  hour,  for  the  teachers  in 
the  Sunday-school,  above  all  others,  should  be  connected 
with  it.  Some  midweek  evening  would  no  doubt  be 
best,  and  in  such  a  class  it  might  be  well  to  have  a  small 
fee  and  to  pay  the  teacher  that  he  might  be  sure  to  do 
his  best  work. 

There  has  been  for  a  few  years  a  very  successful  class  of  this 
character  conducted  in  a  metropolitan  centre.  At  this  midweek 
gathering  people  of  all  denominations,  from  all  the  churches  around, 
are  in  the  habit  of  coming,  and  they  study  the  Bible  in  a  large 
way,  synthetically  and  not  analytically.  A  much  smaller  effort  in 
the  same  direction  and  with  a  narrower  idea  was  maintained  by  a 
city  pastor  a  few  years  since.  He  took  Cogswell's  Theological 
Classbook,  a  little  handbook  with  questions  on  the  great  doctrines 
of  the  Bible  and  abundant  Scrij^ture  references.  Unexpected 
interest  was  shown  in  the  class.  Nearly  all  were  teachers  in  the 
Sunday-school,  and  many  others  joined  the  class,  faithfully  studied 
the  lessons  apportioned,  and  attended  the  sessions  regularly.  It 
was  an  experiment  which  proved  a  need  and  showed  how  the  need 
might  be  met. 


Section  2.     llie  Superintendent's  Place. 
CHAPTER  I. 

THE   DUTIES    OF   THE   SUPERINTENDENT. 

He  Superintends  the  School.  The  name  of  this 
officer  indicates  his  chief  duty.  Wherever  there  are 
many  concerned  in  a  common  work  there  must  be  one  to 
supervise  it  and  to  direct  the  efforts  of  all  the  rest.  Every 
industry  carried  on  by  many,— as  a  foundry,  a  mine,  a 
mill,  a  farm, — has  its  superintendent.  A  ship  has  its 
captain,  a  college  its  president,  a  church  its  pastor.  The 
Sunday-school  superintendent  is  responsible  far  more  than 
any  other  for  the  management  and  success  of  his  school. 
It  is  his  business  to  give  life  to  the  school,  to  impart  to  it 
his  personality,  to  infuse  it  with  enthusiasm  and  energy. 
He  strikes  the  keynote  and  keeps  the  school  up  to  pitch. 

He  Should  Arrange  the  School  in  Classes.  The 
pupils  must  be  arranged  into  classes,  and  much  depends 
on  doing  this  properly.  The  larger  the  school,  the  easier 
to  do  this  successfully.  A  small  school  which  can  have 
only  three  or  four  teachers  is  obliged  to  allow  those  of 
different  ages  and  different  degrees  of  intelligence  to  be 
in  the  same  class.  A  large  school,  on  the  other  hand, 
gives  the  superintendent  his  opportunity.  It  will  be  his 
ami  to  sort  out  his  pupils  and  set  them  into  classes 
according  to  their  fitness  to  work  together  harmoniously. 

The  Work  of  Choosing  Teachers  falls  to  the  super- 
intendent after  he  has  arranged  the  classes.     This  is  a 

23 


24        BIANUAL  OF  SUNDAY-SCHOOL  3TETH0DS. 

[PART  I.    §  2,  CH.  L 

most  delicate  and  difficult  task.  Those  should  be  sought 
for  teachers  who  are  best  adapted  to  do  the  work,  and 
such  a  selection  should  be  made  only  after  careful  inquiry 
and  much  study. 

The  Superintendent  Must  Open  and  Close  the 
School.  He  thus  stamps  it  with  his  personality  at  the 
beginning  and  gives  it  its  tone.  He  also  brings  together 
all  its  scattered  thoughts  when  the  teaching  is  over  and 
leaves  the  last  impressions  on  the  minds  of  the  pupils. 
He  should  not  be  a  '*  talking  superintendent,"  continu- 
ally thrusting  his  words  before  the  school.  Some  men 
thus  make  themselves  obnoxious.  But  he  should  be  able 
at  the  close  of  the  school,  in  a  few  brief  words,  to  bring 
out  the  chief  lesson  in  the  passage  studied  and  make  an 
impression  on  the  minds  of  the  pupils. 

He  Plans  Details.  It  falls  to  the  superintendent,  in 
consultation  with  his  teachers,  to  plan  for  the  work  of  the 
school  in  all  its  details.  He  arranges  for  all  kinds  of 
Sunday-school  gatherings,  entertainments,  teachers'  meet- 
ings, Sunday-school  concerts,  prayer-meetings  and  the 
like.  He  largely  shapes  its  method  of  benevolence.  He 
has  much  to  say  as  to  the  line  of  study  it  pursues  and  the 
publications  it  uses.  In  fact,  all  questions  pertaining  to 
the  policy  of  the  school  and  its  methods  come  first  before 
him.  He  is  the  head  and  must  exercise  a  thorough  su- 
perintendence over  the  activities  of  the  school. 

He  Directs  Others.  It  follows  from  this  superin- 
tendence that  he  directs  the  other  officers  of  the  school. 
They  will  all  look  to  him  for  suggestion.  It  is,  however, 
a  good  rule  in  all  lines  of  affairs  to  leave  subordinates  as 
far  as  possible  to  themselves.  Too  much  dictation  inter- 
feres with  their  highest  success.  They  are  more  manly 
and  more  successful  if  allowed  to  do  their  work  in  their 
own  way.     The  best  results  in  business  are  generally  se- 


THE  DUTIES  OF  THE  SUPERINTENDENT.        25 

PART  I.  §  2,  CH.  i.] 

cured  simply  by  giving  to  each  employee  a  few  general 
directions  and  throwing  him  upon  his  own  responsibility. 
He  is  to  be  tested  by  what  he  accomplishes.  On  this 
system,  much  depends  upon  the  choice  of  men.  Many 
a  man  has  succeeded  by  his  skill  in  judging  men  and  in 
gathering  about  him  a  corps  of  helpers  able  to  put  his 
plans  in  execution.  This  was  one  source  of  the  success 
of  Napoleon.  Agassiz,  the  naturalist,  knew  how  to  sum- 
mon to  his  aid  enthusiastic  investigators  in  science.  The 
superintendent  needs  to  cultivate  the  same  gift,  choose 
wisely,  and  give  his  helpers  large  liberty  of  action. 

He  Must  Have  Right  Ideas.  Especially  must  the 
superintendent,  to  succeed,  have  right  ideas  of  the  Sun- 
day-school. He  must  understand  clearly  what  the  Sun- 
day-school is  for  and  put  the  right  aims  into  the  forefront. 
Nothing  is  more  fatal  to  the  success  of  the  school  than 
for  the  superintendent  to  be  controlled  by  inferior  ideas 
as  to  the  object  and  management  of  the  school. 

The  Superintendent  Determines  the  Religious 
Atmosphere  of  the  School.  This  depends  largely 
upon  the  manner  and  words  of  the  superintendent.  He 
must  not  be  morose  and  glowering,  but  serious  and  earnest. 
His  manner  must  show  that  he  is  watching  for  souls  as 
they  that  must  give  account.  His  words  at  the  opening 
and  closing  of  school  must  confirm  the  impression  of  his 
manner.  He  must  work  through  his  teachers,  first  of  all 
selecting  those  who  have  a  qualification  of  vital  piety  and 
then  by  suitable  teachers'  prayer-meetings,  by  personal 
conversations,  and  by  inquiries  regarding  the  religious 
condition  of  their  pupils,  keeping  the  spiritual  side  of 
their  work  continually  before  them.  He  must  accomplish 
the  same  in  part  by  his  personal  effort  among  the  pupils, 
calling  on  them  at  their  homes,  inviting  them  to  his 
house,  taking  them  to  the  pastor's  inquiry  meetings.     He 


26        MANUAL  OF  SUNDAY  SCHOOL  METHODS. 

[part  I.  §  2,  CH.  i 

will  frequently  hold  Sunday-school  prayer-meetings  after 
the  session  of  the  school.  At  these  meetings  the  testi- 
monies of  teachers  and  older  pupils  are  exceedingly  inter- 
esting and  helpful.  He  will  be  deeply  interested  in  the 
Young  People's  Society  connected  with  the  church,  and 
will  encourage  the  young  people  in  the  school  to  connect 
themselves  with  it  and  help  it  in  its  work.  He  will  watch 
continually  for  those  just  beginning  the  Christian  life,  and 
will  throw  around  them  every  helpful  influence,  encour- 
aging them  to  Christian  service,  and  in  due  time  to 
church  membership.  In  such  and  similar  ways  he  can 
make  the  school  a  powerful  instrumentality  in  lifting  up 
the  whole  community  to  a  sweet  and  happy  Christian  life. 


CHAPTER  II. 

QUALITIES   DESIRABLE   IN   THE   SUPERINTENDENT. 

All  Desirable  Qualities  not  Possible.  It  is  im- 
possible, of  course,  to  find  a  person  for  any  position  who 
has  all  desirable  qualities.  Men  are  not  made  on  that 
pattern.  No  one,  therefore,  need  be  discouraged  because 
he  does  not  come  up  to  the  ideal  of  excellence.  He 
must  simply  do  the  best  he  can.  Neither  need  an  organ- 
ization seeking  some  one  to  fill  a  place  be  discouraged 
because  no  one  can  be  found  suited  in  every  particular. 
It  must  simply  take  the  best  it  can  get.  It  is  well,  how- 
ever, to  have  an  ideal  in  mind,  to  guide  both  those  look- 
ing for  one  to  take  a  position  and  him  who  has  decided 
to  take  it.  On  the  basis  of  such  an  ideal  a  choice  should 
be  made  and  the  incumbent  should  try  to  be  worthy  of 
his  place.     All  this  is  true  of  a  superintendent. 

The  Superintendent  Desired.  What  kind  of  a  man 
should  we  look  for  in  choosing  a  superintendent  and  what 
kind  of  a  man  should  one  who  is  a  superintendent  try  to 
be? 

I .  The  superintendent  should  he  a  man  of  consistent 
life.  This  is  fundamental  and  essential.  An  unworthy 
character  in  a  superintendent  taints  all  that  he  can  do 
and  makes  it  unsatisfactory.  We  are  more  influenced  by 
example  than  by  precept,  and  unworthy  conduct  on  the 
part  of  a  religious  teacher  is  proof  that  he  does  not  be- 
lieve what  he  says.  "  As  a  man  thinketh  so  is  he,"  and 
his  deeds  give  far  better  evidence  than  his  words  as  to  his 
real  convictions.     A  life  of  inconsistency  brings  one's 

27 


28        MANUAL  OF  SUNDAY-SCHOOL  3IETII0DS. 

[PART  I.   §  2,  CH.  ii. 

teachings  into  contempt.  No  matter  how  excellent  in 
themselves  they  are  tested  by  the  life.  A  bad  life  in  one 
who  undertakes  or  directs  religious  instruction  destroys 
confidence  not  only  in  the  teacher  but  in  what  he  teaches. 
Thus  the  doctrines  of  Christianity  even  may  seem  to  be 
evil  because  presented  from  an  unworthy  source.  So  it 
is  important  to  find  for  a  superintendent  one  who  lives  a 
pure  life  at  home,  whose  business  transactions  are  honest, 
who  has  a  clear  record  and  a  good  reputation  in  civic 
affairs,  whose  habits  are  above  reproach  and  whose 
amusements  and  language  are  not  open  to  criticism. 

2.  T/ie  superintendent  should  be  a  man  of  sincere 
piety.  It  is  not  enough  for  him  to  live  without  reproach. 
He  should  also  be  a  devout  man,  full  of  reverence,  of  an 
earnest  spirit ;  eager  for  souls.  He  is  to  be  the  leader  of 
an  organization  engaged  in  the  highest  possible  service. 
He  must  be  a  man  of  prayer  and  of  spirituality.  He  must 
burn  with  desire  to  do  good  and  to  help  the  multitudes 
who  throng  about  him.  Unless  he  is  all  this  he  will  lack 
the  enthusiasm  desirable  for  the  best  leadership.  His  im- 
pulses must  come  from  within.  In  a  soul  on  fire  with 
love  to  Christ  and  love  to  fellow-men  is  to  be  found  the 
only  motive  power  adequate  to  carry  him  on  week  by 
week  through  the  toils  connected  with  his  position. 

3.  He  should  be  familiar  with  the  Bible.  He  is  to 
guide  others  in  teaching  the  Scriptures.  He  is  to  plan 
for  securing  the  best  possible  instruction.  He  is  to  teach 
teachers  and  must  have  the  respect  of  both  teachers  and 
pupils.  How  can  he  hope  for  this  as  their  teacher  unless 
he  knows  to  a  reasonable  extent  what  he  expects  them  to 
know  ?  In  these  days  the  head  of  a  manufactory  or  the 
captain  of  a  ship  or  the  manager  of  a  railway,  works  his 
way  up  from  the  lowest  place  and  understands  the  details 
below  him.     For  similar  reasons  the  superintendent  of  a 


QUALITIES  DESIRABLE  IN  SUPEUINTENDENT.    29 

PAKT  I,  §  2,  CM.  li.] 

Sunday-school  should  thoroughly  know  the  one  Book 
which  is  the  basis  of  Sunday-school  instruction  and  the 
source  of  power  in  the  Sunday-school. 

4.  The  superinte7ident  should  be  a  man  of  admin- 
istrative ability.  The  Sunday-school,  as  we  see  it  in  con- 
nection with  our  larger  churches,  is  an  elaborate  organi- 
zation, complicated  and  delicate  in  its  parts.  It  is  im- 
portant that  the  superintendent  be  an  organizer,  a  man  of 
expedients,  a  man  who  can  handle  the  great  machine  of 
which  he  is  put  in  charge  as  a  skilful  engineer  handles  a 
locomotive.  In  classifying  and  grading  the  school,  in  ap- 
pointing and  changing  teachers,  in  devising  appliances  of 
all  sorts  to  meet  unexpected  and  peculiar  needs,  he  should 
be  something  of  a  genius.  He  is  a  genius  in  administra- 
tion if  he  can  keep  the  school  in  steady  motion,  always 
doing  its  appointed  work,  always  growing  and  thriving, 
and  yet  never  developing  friction  or  turning  from  its 
course. 

5.  Once  more  the  superintendent  should  be  a  man 
stro fig-willed  but  not  self-willed.  It  is  very  difficult  to 
keep  an  even  poise  in  such  matters.  A  leader  fails  if 
he  is  weak  and  he  fails  no  less  if  he  is  headstrong.  The 
superintendent  must  decide  many  things  for  himself;  he 
must  have  his  own  ideas  and  be  able  to  act  independ- 
ently ;  he  must  have  unquestionable  energy  and  push  on 
undisturbed  by  indifference  or  even  by  opposition.  Other- 
wise he  cannot  hold  his  own  and  the  Sunday-school  will 
run  down  under  his  hands. 

On  the  other  hand  he  must  not  be  obstinate  and  un- 
willing to  be  counselled.  He  is  simply  a  lieutenant.  He 
is  acting  for  the  church.  The  will  of  the  church  govern- 
ment, whatever  that  may  be,  is  supreme.  His  pastor 
must  necessarily  be  his  adviser.  His  Executive  Com- 
mittee or   Board   of  Management,  if  there  be  one,  can 


30        MANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[PART  I.   §  2,  CH.  ii, 

overrule  his  decisions.  The  combined  judgment  of  his 
teachers  he  can  never  afford  to  override.  In  short  he 
must  not  be  a  despot.  If  he  undertakes  it,  he  will  either 
wreck  himself  or  the  church.  He  can  be  nothing  more 
than  the  president,  the  executive  head,  of  the  Sunday- 
school,  for  the  Sunday-school  is  simply  a  part  of  the 
church  and  in  these  days  no  department  or  individual 
can  afford  to  disregard  the  will  of  the  church. 


CHAPTER  III. 

THE    SUPERINTENDENT    PRESERVING    ORDER. 

The  order  of  the  Sunday-school  depends  in  large 
measure  on  the  superintendent.  He  determines  the  spirit 
of  the  school  and  if  his  personality  is  strong  enough  he  is 
able  to  impress  his  own  ideas  of  order  on  all  in  the  school. 

Punctuality.  The  superintendent's  first  effort  at 
good  order  is  to  secure  punctuality.  The  continued 
entering  of  pupils  after  the  school  has  opened  is  sure  to 
create  disorder.  He  is  careful,  therefore,  to  begin  in 
time,  in  order  to  give  no  excuse  to  any  for  delay  in  ar- 
riving. He  develops  a  spirit  of  honor  in  regard  to  the 
matter.  Teachers  and  pupils  after  a  time  become  ashamed 
to  come  late  and  so  disturb  the  school.  During  the 
opening  exercises  it  is  well  to  close  the  doors  that  the 
noise  of  late  scholars  stepping  heavily  on  the  floor  may 
not  distract  the  attention  and  interfere  with  the  devotions. 
The  best  thing  the  superintendent  can  do  is  to  be  on  hand 
himself  and  greet  all  who  come  in  with  a  smile,  a  cordial 
word,  and  a  handshake.  At  such  times  he  may  well  ex- 
press his  gratification  at  the  promptness  of  those  he 
greets.  After  a  while  those  habitually  late  will  find  out 
what  they  miss  and  out  of  curiosity  come  earlier  and  then 
from  a  sense  of  duty  continue  in  the  best  way. 

Coming  to  Order.  Punctuality  obtained,  the  super- 
intendent must  call  the  school  to  order  and  obtain  quiet. 
This  has  to  be  done  at  least  twice  during  the  session,  once 
at  the  beginning  and  once  at  the  close.  Order  is  best 
secured  by  a  quiet  but  firm  manner.     Repeated  calls  to 

31 


32        MANUAL  OF  SUNDAY-SCHOOL  3IETII0D8. 

[PART  I.   §  2,  CH.  iii. 

order  develop  indifference  and  come  to  mean  nothing. 
No  one  knows  when  the  last  call  will  be  made.  The  re- 
peated striking  of  a  bell  operates  in  the  same  way.  It 
does  not  produce  order ;  it  rather  sets  all  to  talking  in 
the  thought  that  by  and  by  order  will  be  secured  and  then 
they  will  talk  no  longer.  A  firm  and  dignified  call  to 
order,  once  made,  ought  to  be  enough.  ''The  school 
will  please  come  to  order,"  following  the  single  tap  of  a 
bell,  or  without  the  use  of  a  bell,  for  many  schools  have 
discarded  it  altogether,  will  in  time  secure  order.  This 
may  not  come  at  first  but  if  not,  then  let  the  superin- 
tendent simply  wait.  He  should  not  repeat  his  words ; 
he  should  not  scold ;  he  should  simply  wait.  This  silent 
waiting  will,  at  length,  impress  the  school  and  bring  it  to 
silence. 

A  Spirit  of  Reverence.  The  superintendent  must 
secure  a  spirit  of  reverence  and  devotion.  Good  order  is 
the  outgrowth  of  feeling  and  a  devout  feeling  in  the  house 
of  God  is  sure  to  develop  quietness.  But  the  superin- 
tendent cannot  arouse  in  others  that  which  he  has  not  in 
himself.  To  make  others  reverential,  he  nmst  be  rev- 
erential himself.  If  he  has  this  feeling,  he  will  show  it 
in  his  manner  of  conducting  worship.  If  he  would  make 
a  suitable  impression  he  should  make  all  his  preparations 
for  worship  beforehand,  having  his  hymns  and  Scripture 
readings  selected,  his  order  of  service  arranged.  His 
notices  should  be  as  brief  as  possible  and  free  from  ob- 
jectionable features.  While  he  should  avoid  anything 
sombre  or  sanctimonious  in  his  bearing,  he  should  seek 
by  his  whole  manner  in  the  school  to  impress  all  with  the 
fact  that  they  are  met  on  serious  business  and  are  face  to 
face  with  God. 

Quiet  During  the  Study  Hour.  The  superintend- 
ent must  secure  quiet  during  the  study  hour. 


THE  SUPERINTENDENT  PRESERVING  ORDER.    33 

PART  I.  §  2,  CH.  iii,] 

To  this  end  let  him  immediately  supply  each  vacant 
class  with  a  teacher.  The  discipline  should  be  so  perfect 
that  if  a  teacher  is  to  be  absent,  the  superintendent  will 
be  informed  of  the  fact  beforehand  and,  thus  informed, 
make  provision  before  the  Sabbath  to  fill  the  vacancy.  It 
greatly  contributes  to  disorder  in  the  school  for  classes  to 
remain  through  any  considerable  portion  of  the  session 
without  a  teacher.  It  is  hardly  in  the  nature  of  youthful 
humanity  not  to  take  advantage  of  the  fact  and  to  whis- 
per and  play  as  they  would  not  do  were  some  older  per- 
son with  them.  It  is  very  desirable,  therefore,  that  at  the 
beginning  of  the  session,  some  one  take  the  absent  teach- 
er's place. 

But  when  the  teacher  is  present  there  may  be  disorder. 
If  so,  this  is  due,  ordinarily,  to  the  fact  that  the  needs  of 
the  class  are  not  well  met.  The  superintendent  should 
constantly  watch  the  classes  and  study  their  needs.  By 
giving  them  locations  best  fitted  to  meet  their  peculiar 
conditions  and  the  teachers  best  adapted  to  serve  them, 
by  protecting  them  from  disorderly  influences  in  the  class 
or  near  it,  and  by  talking  with  teachers  about  the  impor- 
tance of  good  order  and  how  to  secure  it,  the  superin- 
tendent can  do  much  to  promote  good  order  in  those 
classes  which  have  before  caused  trouble. 

Protection  From  Interruptions.  The  superintend- 
ent should,  further,  protect  the  study-hour  of  the  classes 
from  interruptions.  He  will  not  allow  the  distribution  of 
books  by  the  librarian  or  careless  visiting,  during  the  hour 
devoted  to  the  lesson.  He  will  not  permit  needless  and 
empty  addresses  to  encroach  on  the  too  brief  time  al- 
lotted for  the  lesson.  There  are  too  often  visitors  in  the 
school  who  have  nothing  to  say  and  who  have  no  gift  of 
addressing  the  young,  but  the  superintendent  feels  com- 
pelled to  invite  them  to  speak.     Happily  this  practice  is 


34        MANUAL  OF  SUNDAY-SCnOOL  IIETHODS. 

[PART  I.  §  2,  cii.  iii. 

obsolescent  and  soon  will  become  obsolete.  Of  course 
there  are  those  whose  addresses  are  rich  and  helpful,  and 
anything  may  be  set  aside  that  the  school  may  hear  them. 
The  superintendent  will  discriminate  as  far  as  possible, 
but  will  guard  the  hour  from  profitless  interruption. 
This  is  his  sacred  trust. 

It  is  quite  possible  for  the  superintendent  himself  to  sin 
against  the  sacredness  of  the  hour  of  study  by  vapid  talk. 
He  needs  to  guard  his  own  speech.  There  are  some  who 
waste  time  and  tire  the  patience  of  the  school  by  needless 
prolixity  in  giving  notices,  dwelling  on  them  item  after 
item  with  tedious  repetition.  The  superintendent  should 
especially  avoid  repeating  notices  in  a  different  form  and 
order. 

In  many  schools  great  disorder  is  caused  toward  the 
end  of  the  session  by  certain  unmannerly  boys  rising 
and  leaving  the  schoolroom  before  the  closing  exercises. 
This  is  generally  confined  to  those  classes  where  the 
teacher  finishes  his  lesson  before  the  rest,  and  the  boys  are 
expected  to  sit  and  wait  till  the  end  of  school.  The 
cause  of  this  evil  is  largely  in  the  failure  of  the  teacher  to 
fill  the  hour.  He  ought  to  be  so  full  of  his  subject  that 
the  hour  would  not  be  long  enough  and  that  his  class 
would  be  so  interested  as  not  to  notice  the  lapse  of  time. 
The  superintendent  must  find  the  remedy  for  the  early 
and  disorderly  withdrawal  of  boys  from  the  school,  not 
in  harsh  measures  with  the  pupils,  but  in  reforming  the 
the  teacher  or  finding  a  better  one. 

Treatment  of  Bad  Boys  and  Girls.  What  shall 
the  superintendent  do  with  bad  boys  and  girls?  They 
are  found  occasionally  in  every  school.  They  are  capa- 
ble of  doing  great  harm.  They  destroy  the  peace  of  the 
class  and  the  usefulness  of  the  teacher.  They  are  some- 
times  insubordinate,    saucy   and    malicious.     It   is    not 


THE  SUPERINTENDENT  PRESERVING  ORDER.    35 

PART  I.  §  2,  CII.  iii.] 

Strange  that  the  superintendent  is  tempted  to  expel  such 
from  the  school,  and  so  have  an  end  of  the  trouble. 
But  this  should  be  the  last  resort  and  is  probably  seldom 
necessary.  It  works  injury  to  the  boy  and  may  drive 
him  to  greater  wickedness.  It  often  works  evil  to  the 
parents,  embittering  them  against  the  school  and  the 
church  and  very  likely  driving  them  also  out  into  the 
world,  away  from  Christian  influences.  But  what  else 
can  the  superintendent  do  ?  The  boy  must  not  be  al- 
lowed to  ruin  the  class.  Often  judicious  handling  will 
bring  him  to  see  the  folly  of  his  course.  An  appeal 
to  his  sense  of  honor,  in  a  private  and  wise  interview, 
may  entirely  change  him.  A  new  responsibility  put  upon 
the  boy,  such  as  charge  of  the  books  of  the  class,  or  the 
keeping  of  class  accounts,  may  give  him  manhood  and 
save  him.  Or,  it  may  be  desirable  to  separate  him  from 
his  old  associates  by  putting  him  into  a  new  class.  If 
such  a  class  is  older  than  he,  he  will  feel  complimented, 
while  at  the  same  time,  he  will  no  longer  have  the  old 
disposition  to  mischief.  Under  some  circumstances,  if 
nothing  else  avails,  it  might  possibly  be  well  to  put  him 
in  a  class  by  himself  and  assign  a  teacher  to  him  alone. 
This  would  keep  him  from  mischief,  and  would  prove 
the  sincere  desire  of  the  superintendent  to  do  him  good. 
Self-Government.  Above  all,  as  essential  to  order 
in  the  school,  must  the  superintendent  be  able  to  govern 
himself.  He  must  cultivate  calmness  and  self-poise.  He 
must  never  lose  his  temper  or  show  irritation.  He  must  be 
free  from  weakness  which  would  subject  him  to  criticism 
and  diminish  the  respect  of  the  school.  He  must  be  in- 
telligent in  regard  to  the  needs  of  the  school  and  be  reason- 
able in  what  he  expects  of  the  school.  If  he  is  thus  self- 
restrained,  considerate  and  wise,  he  will  have  the  school 
well  in  hand  and  be  able  to  preserve  the  best  of  order. 


CHAPTER  IV. 

THE  SUPERINTENDENT  TEACHING. 

Teaching  the  Teachers.  The  superintendent  is  the 
head  of  the  school  and  to  a  certain  extent  responsible  for 
the  character  of  the  teaching.  Like  the  superintendent 
of  a  factory,  he  directs  those  under  him  and  gives  energy 
and  effectiveness  to  their  work.  So  far  as  possible  the 
superintendent  is  to  be  the  teacher  of  the  teachers.  He 
may  shrink  from  this  task  and  it  is  not  always  possible  to 
find,  for  a  superintendent,  one  who  can  organize  and  di- 
rect the  school,  and  can  also  teach  the  teachers. 

Teaching  Through  Others.  Where  the  superin- 
tendent lacks  the  gift  of  teaching,  he  must  find  others  to 
supplement  his  work.  The  pastor  will  do  what  he  can 
and  often  in  the  teachers'  meeting  and  in  the  school 
itself  the  pastor's  voice  is  heard  most  effectively.  When 
the  pastor  cannot  be  secured  and  the  superintendent  feels 
himself  unequal  to  the  task  of  teaching,  he  may  be  able 
to  call  upon  the  most  efficient  of  the  teachers  to  take 
their  turn.  In  other  words  the  superintendent  may  meet 
his  responsibilities  as  a  teacher  by  seeing  that  the  work  is 
done.  He  need  not  necessarily  do  it  himself,  but  he 
will  see  the  need,  will  recognize  in  others  the  ability  to 
meet  the  need  and  will  not  allow  the  matter  to  be  neg- 
lected. 

Teaching  by  Example.  An  energetic,  earnest,  de- 
voted superintendent  is  a  teacher  by  his  life.  He  shows 
that  he  loves  and  reverences  the  Bible,  that  he  looks  to 
God  for  help,  that  he  longs  for  souls,  that  he  appreciates 
36 


THE  SUPERINTENDENT  TEACHING.  37 

PART  I.  §  2,  CII.  iv.] 

the  sacredness  of  the  Sunday-school  hour,  that  he  looks 
for  practical  and  spiritual  applications  of  the  lesson.  In 
all  this  he  is  inevitably  a  teacher.  Teaching  is  not  nec- 
essarily a  formal  exercise.  We  teach  in  our  manner,  our 
intonations,  our  habits,  the  unconscious  indication  of  our 
convictions.  Such  a  teacher  the  superintendent  must  be 
and  he  cannot  be  too  careful  that  this  teaching  by  exam- 
ple is  carefully  done. 

Teaching  in  the  Teachers'  Meeting.  The  first  and 
greatest  opportunity  for  the  superintendent  to  engage  in 
the  direct  work  of  teaching  is  in  the  teachers'  meeting. 
He  ought  not  ordinarily  to  attempt  to  teach  a  class  in  the 
Sunday-school.  He  has  quite  enough  to  do  there  in  su- 
perintending the  Sunday-school.  But  if  he  has  the  gift, 
and  can  get  his  teachers  together  in  the  course  of  each 
week  for  a  teachers'  meeting,  it  is  eminently  fitting  and 
helpful  that  he  conduct  the  meeting. 

At  the  quarterly  reviews  there  is  a  large  oppor- 
tunity for  the  superintendent  to  exercise  his  gifts  as  a 
teacher.  Such  services  he  will  naturally  conduct,  and 
into  them  he  may  well  put  most  earnest  study  and  his 
best  thought.  Such  reviews  become  easy  and  natural  if 
the  superintendent  is  in  the  habit  of  exercising  his  gifts  as 
a  teacher  by  a  five  minute  review  every  Sabbath.  He 
may,  if  he  is  wise  and  skilful,  put  to  the  school,  at  the 
close  of  the  study  hour,  half  a  dozen  selected  questions 
which  shall  bind  together  the  truths  that  have  just  been 
studied  and  deepen  impressions.  Then  he  or  the  pastor 
may  follow  with  a  five  minute  talk,  which  shall  drive  home 
the  truth  and  clinch  it  so  that  it  cannot  be  forgotten. 


CHAPTER  V. 

THE   SUPERINTENDENT   CHOOSING   TEACHERS. 

One  of  the  most  important  duties  of  the  superintendent 
is  to  choose  teachers  in  the  school. 

How  Shall  Good  Teachers  be  available  ? 

1.  A  noi'mal  class.  Every  large  school  should  have, 
connected  with  it,  a  normal  class  in  which  those  are  in 
training  who  are  willing  to  serve  as  teachers  when  needed. 
By  means  of  such  a  class  not  only  are  some  made  specially 
fitted  for  the  work,  but  some  are  kept  always  in  readiness 
to  be  drafted  for  the  service  in  any  emergency.  Of  course 
this  is  impossible  in  small  schools. 

2.  Substitute  teachers.  It  is  a  great  help  to  the  su- 
perintendent to  have  a  list  of  substitute  teachers  who  can 
be  called  on  at  any  time.  Some  of  these  may  be  in  the 
school  as  pupils  in  different  adult  classes ;  others  of  them 
very  likely  are  not  able  to  attend  the  school  regularly,  but 
will  make  a  special  effort  to  come  in  case  of  need.  There 
are  many  who,  for  one  reason  or  another,  find  it  impos- 
sible to  serve  as  teachers  regularly,  but  who  yet  are  will- 
ing to  teach  a  class  occasionally.  It  is  a  proper  recogni- 
tion of  their  willingness,  to  give  them  the  name  of  substi- 
tute teacher  and  to  count  them  and  report  them  as  such. 
In  a  large  school  they  form  an  important  corps  of  workers. 

3.  Reserve  class.  It  is  desirable,  when  feasible,  to 
bring  into  one  class  those  who  are  willing  to  serve  as  sub- 
stitute teachers  and  are  able  to  attend  Sunday-school 
regularly.  They  can  then  adapt  their  studies  from  Sun- 
day to  Sunday  to  the  fact  that  they  are  liable  at  any  mo- 

38 


THE  SUPERINTENDENT  CHOOSING  TEA  CHERS.    39 

PART  I.  §  2,  CH,  v.] 

ment  to  be  summoned  as  teachers.  Such  a  class  is  not  a 
normal  class ;  it  is  not  studying  normal  methods ;  and 
yet  it  modifies  ordinary  methods  of  teaching  and  looks  at 
the  lesson  constantly  from  the  standpoint  of  a  teacher. 
Sometimes  such  reserve  classes  have  found  it  helpful  to 
study  the  lesson,  not  of  that  given  Sunday,  but  of  the 
Sunday  following  it.  In  this  way  the  members  of  the 
class  have  had  the  advantage  of  having  studied  the  les- 
son together  before  they  are  called  upon  to  teach  it. 

4.  Teachers  should  train  their  pupils  to  be  teachers. 
The  teachers  of  the  older  classes  should  be  made  to  under- 
stand their  responsibility  in  this  matter.  Nothing  is  more 
important  than  that  the  young  people  in  the  adult  classes 
should  graduate  into  the  teaching  force  and  in  due  time 
take  charge  of  classes  themselves.  There  is  a  natural  re- 
luctance on  the  part  of  the  teachers  of  such  classes  to 
spare  the  best  material  in  it,  and  to  allow  those  to  leave 
the  class  as  teachers  who  had  contributed  largely  to  its 
interest  and  success.  Such  reluctance  is  not  altogether 
selfish.  And  yet  often,  though  not  always,  the  best  good 
of  the  school  and  simple  justice  to  the  young  pei^son  com- 
petent to  teach,  is  to  allow,  or,  rather,  to  encourage,  the 
transfer  to  be  made.  A  certain  Sunday-school  teacher 
was  remarkably  successful  in  gathering  around  him  a  class 
of  young  ladies.  He  invariably  commenced  with  noth- 
ing and  formed  his  class  by  inviting  the  young  ladies  of 
his  acquaintance  not  already  in  school  and  not  as  yet 
Christians  to  unite  in  a  class  under  his  instruction.  In 
the  course  of  two  or  three  years,  his  class  of  a  dozen  or 
more  was  quite  sure  to  have  been  led  to  Christ.  With 
rare  tact,  great  wisdom,  and  unconquerable  patience,  he 
would  lead  them  on  until  they  were  in  the  church,  and 
earnest,  happy  Christians.  Then  he  would  say,  ''  Now 
I  want  this  class  to  break  up.     1  want  you  all  to  become 


40        MANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[I'ART  I.   §  2,  CH.  V. 

teachers  and  take  classes  in  the  school."  As  soon  as  he 
had  persuaded  them  to  this,  he  would  go  out  and  bring 
into  the  school  other  young  ladies  not  Christians,  and 
begin  his  chosen  work  over  again  in  attempting  to  lead 
them  to  Christ. 

5.  The  pastor's  help  needed.  In  obtaining  teachers 
the  pastor's  help  should  be  enlisted,  as  it  easily  may  be. 
He  may  say  and  do  much  to  make  it  easy  to  secure 
teachers.  If  he  urges  the  importance  of  the  Sunday- 
school  and  the  necessity  of  having  teachers,  many  will  be 
influenced  by  his  words  and  will  offer  themselves  for  the 
work.  He  can  do  much  to  give  dignity  and  importance 
to  the  teachers'  work  and  to  make  the  teachers  certain 
that  their  self-denying  efforts  are  recognized  and  appre- 
ciated by  the  whole  church. 

6.  Installation  of  teachers.  It  is  well  to  induct  the 
teachers  into  office  with  appropriate  services.  Some 
schools  have  now  a  service  of  installation  at  which  the 
new  teachers  stand  up  before  the  school  and  are  formally 
welcomed.  There  is  an  address  by  the  pastor  and  some- 
times a  definite  form  of  induction  into  the  teacher's  ofhce. 
All  this  gives  honor  to  the  work  and  impresses  the  teacher 
and  the  school  generally  with  a  sense  of  the  responsibility 
and  privilege  connected  with  the  teacher's  work. 

The  following  is  a  suitable  order  for  such  an  installation  : — (i) 
Responsive  reading ;  (2)  Singing,  during  which  the  teachers  to  be 
installed  come  forward;  (3)  Charge  to  the  teachers  by  the  pastor 
or  superintendent ;  (4)  Reading  of  teachers'  covenant  and  its  ac- 
ceptance by  the  teachers;  (5)  Right-hand  of  fellowship;  (6) 
Singing.  The  following  is  suggested  as  a  fitting  covenant : — (The 
superintendent  introducing  it  by  saying,  "  The  following  is  the 
covenant  entered  into  by  our  teachers  :  ") 

"  Aware  of  our  responsibility  as  Sunday-school  teachers,  anxious 
to  meet  our  duties  faithfully  and  to  help  one  another  by  our  com- 
mon agreement,  and  relying  on  the  help  of  Almighty  God  to  meet 


THE  SUPERINTENDENT  CHOOSING  TEACHERS.    41 

PART  I.   §  2,  Cll.  v.] 

our  obligations,  we  do  solemnly  covenant  with  one  another  and  with 
our  Saviour  Jesus  Clirist, — 

"  To  be  present  at  every  session  of  the  school  wlien  circumstances 
permit,  and  when  absent  to  try  to  procure  a  substitute  or  to  notify 
the  superintendent ; 

"  To  prepare  to  teach  in  our  classes  by  previous  study  and  prayer 
and  by  attendance  when  possible  at  the  teachers'  meeting; 

*'  To  seek  the  spiritual  welfare  of  our  classes,  especially  the  con- 
version of  any  not  yet  Christians,  by  faithfulness  in  teaching,  by 
frequent  visiting,  by  prayer  and  in  other  fitting  ways; 

"  To  submit  to  the  rules  of  the  school,  to  cooperate  with  the 
officers  and  teachers  of  the  school  in  promoting  its  good,  and  to 
seek  to  make  the  school  helpful  in  the  work  of  the  church." 

The  superintendent  shall  here  add,—"  Do  you  thus  covenant 
and  promise  ?  "  and  the  teachers  say,  «♦  We  do." 

How  TO  Choose  Teachers.  It  is  not  enough  to  have 
teachers  available ;  it  is  desirable  to  choose  wisely  and  to 
choose  good  teachers.  How  may  the  superintendent  do 
this? 

I.  He  sJioiild  consult  his  pastor  and  Iiis  executive 
comviittee.  The  pastor  ordinarily  knows  his  people  better 
than  any  other  person  in  the  church.  He  understands 
their  points  of  excellence  and  their  limitations.  He 
should  be  constantly  consulted  on  all  points  by  the  super- 
intendent, but  on  nothing  more  carefully  than  on  the 
choice  of  teachers. 

The  committee,  also,  should  be  a  great  help  in  the 
choice  of  teachers.  It  is  designed  to  aid  the  superintend- 
ent in  just  such  matters,  and,  if  wisely  chosen,  is  specially 
fitted  to  aid  him.  The  judgment  of  several  as  to  the  fit- 
ness of  a  person  for  a  given  class  is  likely  to  be  better 
than  the  judgment  of  one,  and  in  such  a  committee  in- 
fluences which  are  likely  to  be  effective  can  be  brought  to 
bear  to  secure  a  teacher. 

2.     Study  adaptations .     In  choosing  teachers  it  is  es- 


42        3IANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[PART  I.  §  2,  CH.  V. 

sential  to  study  the  adaptation  of  the  teacher  to  the  class. 
In  one  class  a  teacher  will  succeed  who  might  utterly  fail 
in  another.  Each  teacher  has  his  peculiar  individuality 
and  the  same  is  true  of  each  class,  while  the  task  is  to 
bring  into  conjunction  two  harmonious  individualities. 
They  may  be  quite  different  and  yet  each  be  admirably 
fitted  to  the  other.  It  is  only  necessary  that  they  be 
the  complement  of  each  other.  Evidently  for  many 
classes  specialists  must  be  sought.  For  a  kindergarten  it 
is  desirable  that  an  expert  in  kindergarten  work  be  placed 
in  charge.  For  an  adult  class,  for  a  class  of  young  men, 
for  a  class  of  workingmen,  for  a  class  of  college  students, 
a  teacher  of  peculiar  gifts  is  often  necessary. 

3.  Value  of  public  school-teachers.  As  a  rule  our 
teachers  in  the  public  schools  make  some  of  the  best 
teachers  in  our  Sunday-schools.  Why  should  they  not  ? 
Their  training  as  teachers  gives  them  insight  into  the  best 
methods  of  teaching.  They  have  come  to  understand 
the  young.  They  have  that  skill  in  adaptation  which  is 
secured  only  by  training  and  practice.  Their  methods 
in  the  public  school  are  to  a  large  degree  applicable  in 
the  Sunday-school.  To  be  sure  they  naturally  plead  the 
need  of  rest  on  the  Sabbath  and  say  that  after  teaching 
all  the  week,  they  cannot  continue  the  same  kind  of  work 
on  the  seventh  day  also.  But  while  this  objection  has 
force  in  the  case  of  certain  teachers  who  are  overworked 
or  out  of  health,  it  is  hardly  valid  in  the  case  of  others. 
There  are  teachers  whose  work  is  light,  or  whose  health 
is  robust,  or  who  have  a  long  rest  on  Saturday  and  who 
for  these  reasons  are  able  to  take  Sunday-school  work. 
When  thus  possible  their  peculiar  gifts  should  unquestion- 
ably be  called  into  use. 

4.  Su7iday-school  teachers  specialists.  One  principle 
is  much  insisted  on  in  our  best  schools  ; — in  order  to 


THE  SUPERINTENDENT  CHOOSING  TEACHERS.    43 

PART  1.  §  2,  ClI.  v.] 

have  good  teachers  we  must  not  try  to  have  them  cover 
too  much  ground.  It  is  better  to  have  them  specialists. 
Let  the  kindergartner  remain  a  kindergartner,  the  teacher 
of  an  adult  Bible  class  keep  at  that  work.  The  child 
should  be  constantly  advancing  from  one  class  to  an- 
other, from  one  department  to  the  next  higher.  But  the 
teacher  should  not  go  with  the  pupil.  It  is  far  better  for 
the  teacher  to  return  again  to  the  task  of  the  previous 
year,  or  the  year  before,  and  go  over  the  work  again  with 
those  who  have  been  promoted  to  that  grade.  Schools 
are  now  often  divided  into  a  number  of  grades  each 
continuing  two  or  three,  or,  in  certain  cases,  even  four 
years.  The  teacher  may  go  with  the  class  through  the 
successive  years  of  the  grade,  but  should  stop  when  the 
class  passes  the  threshold  of  that  grade  and  steps  out  mto 
a  new  department. 


CHAPTER  VI. 

THE    superintendent's    PASTORAL    WORK. 

The  Superintendent  should  make  Calls.  The 
superintendent  who  would  have  the  largest  success  in  his 
school  should  do  much  work  outside.  He  should  be  a 
pastor  to  his  school  and  make  many  calls.  An  evening  a 
week  spent  in  this  work  would  result  in  great  blessing  to 
the  school.  Probably  not  many  superintendents  make 
these  calls,  but  it  is  a  great  mistake  to  neglect  this  phase 
of  their  duty.  If  they  do  neglect  it  they  lose  immeasur- 
ably in  their  power  to  direct  the  school,  and  they  miss  a 
joy  of  service  that  can  come  in  no  other  way. 

There  are  Three  Kinds  of  Calls  which  every  super- 
intendent ought  to  make,  calls  on  teachers,  calls  on  pupils 
and  calls  on  parents. 

I.  Calls  on  teacher's.  It  is  desirable  that  the  super- 
intendent call  on  his  teachers,  that  he  may  understand 
them  better,  and  let  them  feel  his  warm,  personal  sympa- 
thy with  them  in  their  work.  In  calling  on  them  he  will 
show  interest  in  their  efforts  and  encourage  them  to  bet- 
ter service.  He  will  see  their  points  of  excellence,  and 
their  weakness,  and  be  the  better  able  to  give  them  the 
right  classes,  and  to  help  them  to  better  ways.  He  can- 
not counsel  wisely,  unless  by  such  visits  he  comes  to 
know  their  difficulties  and  their  needs.  Manifestly  in 
such  calls  he  may  be  learning  rapidly.  Each  teacher  has 
a  personal  experience,  can  tell  much  regarding  the  con- 
dition and  needs  of  individual  scholars  and  the  strength 
and  weakness  of  the  work  in  that  class  and  the  depart- 
44 


SUPERINTENDENrS  PASTORAL    WORK.  45 

PART  I,   §  2,  CH.  vi.] 

ment  in  which  it  belongs.  This  is  the  information  which 
the  superintendent  ought  to  have,  and  without  which  he 
cannot  give  his  school  that  distinct  adaptation  to  personal 
and  present  needs  which  it  ought  to  have.  Of  course  the 
superintendent  wdll  keep  a  notebook  in  which  to  record 
the  information  which  he  gains  in  his  calls. 

2.  Calls  on  pupils.  The  superintendent  will  call  on 
the  pupils  in  order  to  show  his  interest  in  them  and  en- 
courage them  to  attendance.  He  cannot,  of  course, 
make  a  business  of  calling  on  those  who  are  absent. 
That  duty  belongs  to  the  teacher  and  should  be  faithfully 
met  each  week.  But  the  superintendent  can  call  in  spe- 
cial cases  and,  if  he  is  faithful,  can  win  many  to  Christ. 
I'here  are  certain  classes  of  people  on  whom  he  should 
call  without  fail.  These  are  the  sick,  the  afflicted,  the 
newcomers  and,  especially,  the  inquiring.  The  superin- 
tendent does  not  wish  to  take  the  work  of  the  teachers 
out  of  their  hands,  but  his  official  position  warrants  him 
in  making  calls  like  these,  while  his  work  as  superintend"- 
ent  becomes  much  more  effective  if  he  does.  It  produces 
a  marked  impression  on  a  young  pupil  if  a  superintendent 
shows  him  such  an  attention.  Teachers  and  superin- 
tendent ought  to  work  in  conjunction  in  such  matters, 
and  the  teacher  may  well  inform  the  superintendent  of 
cases  of  religious  interest  in  his  class  and  ask  the  superin- 
tendent to  call. 

For  years  there  was  a  superintendent  in  Lowell,  Massachusetts, 
who  made  a  practice  of  calling  on  pupils  in  the  school  and  urging 
tlicm  to  come  to  Christ.  He  had  a  wonderful  influence  in  conse- 
quence. His  teachers  were  incited  by  his  example  to  do  the  same. 
The  pupils  welcomed  him  gladly  and  were  impressed.  As  a  con- 
sequence there  was  a  constant  revival  in  that  school  for  many 
years,  and  not  a  communion  passed  in  which  several  from  the 
school  were  not  received  into  the  church. 


46        MANUAL  OF  SUNDAY-SCHOOL  3TETH0DS. 

[part  I.  §  2,  CII.  vi. 

3.  Calls  on  the  parents.  The  superiDtendent  in  call- 
ing on  the  pupils  is  likely  to  meet  the  parents,  and  he 
should  make  a  special  effort  to  meet  them  and  often 
make  a  call  on  them  distinctively.  When  new  families 
come  into  the  congregation,  he  will  do  well  to  call  on  the 
parents  to  induce  them  to  send  their  children  to  Sunday- 
school,  and  if  possible  to  come  themselves.  If  he  finds 
certain  pupils  troublesome,  and  hardly  knows  what  to  do 
with  them,  it  may  be  well  to  call  on  their  parents  and  ask 
their  cooperation.  It  will  be  a  delicate  matter,  of  course, 
for  him  to  open  up  the  subject,  but  if  he  is  judicious,  he 
can  manage  it  without  giving  offence.  Often  the  only 
trouble  with  the  child  who  disturbs  the  school  is  that  the 
parents  do  not  know  of  the  matter,  and  do  not  look  after 
the  child  as  they  otherwise  would.  Then  again,  if  a 
superintendent  finds  that  a  pupil  is  thoughtful,  it  is  well 
for  him,  when  he  can  do  so  and  be  sure  of  sympathy,  to 
have  a  talk  with  the  parents  about  it.  He  may  very 
likely  influence  them  to  change  certain  conditions  at 
home  for  the  child's  best  good,  or  even  to  start  out  on 
the  Christian  life  themselves  in  order  to  keep  their  chil- 
dren company. 


Section  3.     The  Superintendent's  Helpers. 
CHAPTER  I. 

THE  pastor's    relation    TO    THE    SUNDAY-SCHOOL. 

The  Pastor  is  the  Chief  Officer  of  the  Sunday- 
school  in  the  same  way  that  the  president  of  the  United 
States  is  the  commander-in-chief  of  the  army.  The 
president  never  takes  command  himself,  but  the  com- 
manding general,  while  paramount  in  the  army,  is  never- 
theless recognized  as  under  the  direction  of  the  president. 
The  pastor  is  the  official  head  of  the  church,  and  the 
Sunday-school,  although"  an  elaborate  organization  in 
itself,  is  as  much  a  part  of  the  church  as  one  of  its  prayer- 
meetings  and  as  much  under  its  oversight.  The  pastor 
has  as  much  right  to  direct  the  Sunday-school  as  any 
other  department  of  the  church.  At  the  same  time  he 
should  respect  the  rights  of  the  superintendent.  It  has 
already  been  said  that  the  best  results  are  always  obtained 
by  letting  every  one  in  a  position  of  responsibility  be 
himself,  carry  out  his  own  plans,  and  act  under  restraint 
as  little  as  possible.  The  pastor  expects  such  treatment 
from  the  church  he  serves,  and  he  should  accord  similar 
treatment  to  those  in  a  similar,  though  more  restricted, 
position.  Pie  will  always  seek  to  be  in  harmony  with  the 
superintendent. 

What  Can  the  Pastor  Do  for  the  School  Outside 
OF  THE  School  ? 

I.  He  can  interest  the  church  in  the  school  a.nd  thus 
do  much  to  secure  right  relations  between  the  two.     By 

47 


48        3IANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[PART  I.   §  3,  CH.  i. 

remembering  the  school  in  his  pubUc  prayers,  both  in  the 
church  and  the  prayer-meeting,  he  will  lead  the  people  to 
pray  for  the  school,  he  will  awaken  their  interest  and 
sympathy  in  behalf  of  the  school,  he  will  show  how 
deeply  the  welfare  of  the  school  lies  in  his  heart.  Further 
than  this  he  will  greatly  help  the  school  by  preaching  in 
its  behalf  occasionally,  and  by  making  some  phases  of  its 
work  the  topic  of  a  prayer-meeting  now  and  then.  He 
will  also  take  the  Sunday-school  lesson  as  a  frcciuent 
theme  both  in  the  pulpit  and  in  the  prayer-meeting. 

It  is  not  wise  to  do  this  regularly  since  a  Sunday-school  lesson 
does  not  always  yield  a  fruitful  and  timely  topic  for  a  sermon  and 
occasionally  it  is  entirely  unfitted  for  the  devotional  purposes  of  a 
prayer-meeting.  With  the  same  controlling  purpose  to  interest  the 
church  in  the  school,  he  will  talk  of  the  school  in  his  pastoral  calls. 
In  those  calls  nothing  can  be  more  helpful  to  his  aims  as  pastor,  as 
well  as  to  the  school  itself,  than  for  him  to  inquire  if  the  children 
are  in  the  Sunday-school,  what  work  they  are  doing  there,  and 
who  their  teachers  are.  It  is  an  excellent  idea  to  ask  the  children 
a  few  questions  on  the  past  lessons,  and  especially  to  get  them  to 
recite  the  verses  they  have  committed  to  memory.  More  than 
this,  the  pastor  may  well  ask  the  older  members  of  the  family  if 
they  are  teaching  in  the  Sunday-school,  and  if  not,  if  they  would 
not  be  willing  to  take  up  this  duty  if  desired.  The  pastor  should 
also  call  on  the  teachers  and  talk  of  their  work.  He  wishes  to 
know  how  they  are  cooperating  with  him  in  work  for  souls  and  his 
pastoral  calls  give  him  an  opportunity  to  ascertain. 

2.  Consult  luith  the  siipet'intendent.  Tliis  is  another 
thing  the  pastor  should  do  for  the  school  out  of  school 
hours.  Let  him  plan  with  the  superintendent  for  the 
school.  The  pastor's  wide  experience  and  special  train- 
ing peculiarly  fit  him  to  do  this,  while  his  point  of  view, 
seeing  as  he  must  from  his  outlook  as  pastor  the  needs  of 
the  whole  church  and  not  of  one  department  alone,  make 
his  judgment   in  such  matters  important.     Of  course  the 


PASTOR'S  RELATION  TO  SUNDAY-SCHOOL.       49 

PART  I.  §  3,  ClI.  i.] 

superintendent  should  remember  that  he  sliould  seek 
counsel  of  the  pastor  rather  than  expect  the  pastor  to 
come  to  him  and  suggest  measures.  The  pastor  will 
naturally  feel  delicate  about  this.  He  will  not  wish  to 
assert  himself  unduly,  and  will  wait,  for  a  while  at  least, 
for  the  superintendent  to  come  to  him. 

3.  27ie  pastor  will  be  the  friend  and  adviser  of  every 
teacher.  The  work  of  the  teachers  is  greatly  like  his, 
and  he  and  they  will  be  drawn  together  by  a  common 
sympathy.  He  will  do  all  he  can  to  encourage  and 
direct  them  in  their  labors  for  souls. 

The  Pastor  Should,  if  Possible,  Supplement  the 
Superintendent's  Work  Whenever  Needed.  In  the 
teachers'  meeting  he  may  be  the  one  to  take  charge  and 
to  conduct  the  meeting.  At  least  it  is  for  him,  when 
possible,  to  be  present  and  to  be  ready  to  explain  the 
difficult  points  where  one  not  specially  trained  might 
stumble.  In  Sunday-school  concerts  and  other  special 
occasions  he  should  be  ready  to  speak  to  the  interest  and 
profit  of  all.  In  reviews  his  counsel  and  direction  may 
be  of  peculiar  value.  In  supplemental  lessons  he  may 
be  invited  to  take  charge  and  conduct  the  service.  In 
Sunday-school  prayer-meetings  his  presence  is  especially 
desirable.  No  one  can  shape  the  meeting  so  as  to  secure 
large  spiritual  results  so  well  as  can  a  wise  and  devoted 
pastor.  No  pastor  who  loves  his  flock  and  desires  to 
obey  the  injunction  ''Feed  my  lambs,"  will  willingly  be 
absent  at  those  tender  and  all-important  moments  when 
young  people  are  weighing  the  question  of  deciding  for 
Christ,  and  their  future  is  hanging  in  the  balance. 

How  CAN  THE  Pastor  Render  Help  in  the  School  ? 

I.  He  7nay  take  a  class  temporarily.  It  is  not  wise 
ordinarily  for  him  to  confine  himself  to  any  one  class  all 
the  time,  but  he  should  be  willing  to  meet  emergencies. 


50        MANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[TART  I.   §  3,  CH.  i. 

A  young  men's  class  or  an  adult  class  may  be  in  danger 
of  falling  to  pieces  for  lack  of  a  teacher.  More  than 
once  has  a  wise  pastor  saved  such  a  class  by  teaching  it 
for  a  month  or  two,  till  a  satisfactory  teacher  could  be 
permanently  secured. 

2.  He  may  act  as  a  substitute  teacher,  taking  one 
class  here  and  another  there  from  Sunday  to  Sunday  till 
he  becomes  acquainted  with  all  the  classes  in  the  school. 
By  doing  this  he  has  an  excellent  chance  to  win  the 
confidence  of  the  young  people  and  to  know  the  needs 
of  the  whole  school.  It  will  be  an  admirable  thing  for 
him  and  for  the  school  that  he  thus  becomes  acquainted 
with  its  individual  members  both  old  and  young. 

3.  By  moving  quietly  about  the  school.  To  take  a 
class  may  be  too  fatiguing  after  the  strain  of  the  pulpit 
service  just  preceding  the  Sunday-school.  In  that  case 
the  pastor  may  find  it  well  to  spend  the  session  in  moving 
quietly  about  the  school,  and  stopping  at  this  class  or  that 
as  desired  to  explain  points  of  difficulty.  One  pastor 
has  followed  this  practice  with  great  success.  He  would 
pass  up  and  down  the  aisles  of  the  class-room,  without 
noise  and  never  interrupting  the  work  of  a  class,  but  wait- 
ing for  a  signal  here  and  there  from  different  teachers. 
When  such  a  signal  was  given,  at  once  he  would  go  to 
the  class  and,  taking  a  seat  among  the  pupils,  answer  as 
best  he  could  such  questions  as  they  might  put  to  him. 

4.  By  religious  conversation  in  the  classes.  By  pre- 
arrangement  with  the  teachers  he  may  visit  one  class  one 
Sunday  and  another  class  another  Sunday,  with  the 
single  purpose  of  turning  the  thought  of  the  hour  on  the 
personal  duties  of  the  individual  members  of  the  class. 
With  wisdom  and  skill  he  can  draw  out  the  spiritual 
points  of  the  lesson,  find  out  the  religious  needs  of  the 
several  members  of  the  class  and  press  Christ  upon  their 


PASTOR'S  RELATION  TO  SUNDAY-SCHOOL.       51 

PART  I.  §  3,  CH.  i.] 

acceptance.  Such  visits  require  peculiar  tact,  since  it  is 
not  easy  to  talk  on  personal  obligations  before  a  whole 
class,  and  yet  the  pastor  can  do  this  because  of  his  offi- 
cial position  and  his  constant  practice,  when  even  an 
honored  teacher  might  find  it  impracticable. 

5.  By  making  the  school  feel  his  sympathy.  After 
all,  the  great  thing  for  the  pastor  to  do  in  the  school  is  to 
make  the  teachers  feel  that  he  appreciates  their  work  and 
let  the  pupils  see  that  he  loves  them  and  desires  their 
good. 

6.  In  general  the  pastor  is  to  bring  the  luork  of  the 
school  to  a  focus.  This  he  may  do  in  part  by  summing 
up  the  lesson  each  Sunday  at  the  end  of  the  school 
session.  He  should  take  but  a  few  minutes  for  this,  and 
he  should  be  exceedingly  practical  and  clear  in  what  he 
says.  A  brief  anecdote  or  an  apt  illustration  is  often 
helpful  to  hold  the  attention  of  his  youthful  auditors.  He 
cannot  afford  to  leave  this  five  minute  talk  to  extempore 
effort.  He  will  have  no  better  opportunity  than  this  to 
reach  the  young  and  he  needs  to  give  thought  to  what  he 
says.  It  is  not  essential  that  he  speak  at  every  session 
of  the  school.  But  he  certainly  should  do  it  often  enough 
to  let  it  be  understood  that  he  is  identified  with  the  school 
and  to  give  shape  and  importance  to  the  exercise. 

7.  He  should  meet  the  teachers  for  conference.  Since 
the  work  of  the  school  should  invariably  culminate  in  pro- 
moting the  spiritual  life  of  the  pupils,  the  pastor  may  help 
by  meeting  the  teachers  for  prayer  and  conference  about 
the  pupils.  Many  a  faithful  teacher  is  sorely  burdened 
with  desire  for  the  welfare  of  his  class.  It  is  an  unspeak- 
able comfort  to  such  to  meet  the  pastor  for  prayer  and 
counsel.  Other  teachers  who  do  not  fully  realize  their 
duty  will  be  stimulated  and  brought  to  a  sense  of  their 
duty  in  such  a  meeting. 


52        3IANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[PART  I.  §  3,  CII.  i. 

8.  He  should  hold  inquiry  meetings.  The  pastor 
can  do  a  vast  deal  toward  securing  proper  results  in  the 
Sunday-school  by  meeting  the  pupils  in  inquiry  meet- 
ings or  conversational  meetings.  A  certain  young  pas- 
tor was  accustomed  for  years  to  hold  inquiry  meetings 
at  his  house.  Every  week  the  superintendent  or  one  or 
more  teachers  would  bring  to  him  young  people  from  the 
school  to  talk  with  him  of  their  spiritual  needs.  The 
decision  to  seek  the  pastor  and  to  talk  with  him  of 
salvation  was  in  itself  a  step  that  prepared  the  way  for  a 
final  committal  of  one's  self  to  Christ.  It  was  easy,  when 
once  the  inquirer  and  the  pastor  met,  and  the  latter 
kindly  and  wisely  found  just  where  the  inquirer  stood  and 
showed  just  what  step  he  needed  to  take,  to  bring  the  soul 
to  Christ.  Thus  the  inquiry  meeting  became  a  hallowed 
place  and  scarcely  a  week  passed  in  which  some  were  not 
guided  to  Christ. 

9.  By  Conversational  Meetijigs.  Another  kind  of 
meeting  called  a  conversational  meeting  has  proved  equally 
effective.  This  is  better  adapted  to  a  time  of  a  revival 
when  more  are  seeking  Christ  than  the  pastor  can  well 
talk  with  personally  for  any  length  of  time.  Preparatory 
to  such  a  meeting  the  pastor  will  see  the  superintendent 
and  a  number  of  his  best  teachers,  secure  their  cooperation 
and  describe  the  plan  of  the  meeting.  He  will  then 
invite  as  many  of  the  school  as  are  willing  to  be  talked 
with'personally  on  the  subject  of  religion  to  attend  a  con- 
versational meeting,  at  the  same  time  asking  them  to 
bring  such  of  their  class  as  they  can  induce  to  come. 
Such  meetings  have  often  been  hallowed  with  religious 
blessings. 

During  a  revival  in  a  certain  city  they  were  regularly  held  in  a 
fair-sized  church  parlor.  To  avoid  formality  and  stiffness  the 
chairs  were  arranged  promiscuously  throughout  the  room.     The 


PASTOR'S  RELATION  TO  SUNT) AY-SCHOOL.       53 
PART  I.  §  3,  cii.  i.] 

pastor  gave  a  general  invitation  to  the  school,  while  many  teacliers 
invited  their  classes  and  came  with  them.  Perhaps  fifty  attended, 
mostly  pupils  and  inquirers,  but  at  least  a  dozen  teachers  were 
present,  each  with  a  Bible.  After  brief  opening  exercises  the 
pastor  would  arrange  those  present  in  groups  or  singly,  far  enough 
apart  to  be  talked  to  privately,  and  then  assign  the  teachers  to  the 
work  of  conversation.  He  would  himself  talk  with  one  and 
another  inquirer  and  then  pass  them  over  to  teachers.  He  would 
also  go  about  and  change  the  teachers.  If  he  found  cases,  as 
sometimes  occurred,  where  the  teacher  seemed  to  be  making  no 
progress,  he  would  take  the  teacher  away  to  some  other  person  and 
bring  another  teacher  to  talk  with  the  one  as  yet  unhelped.  In 
this  way  there  was  marked  benefit  both  to  the  pupil  and  to  the 
teacher  and  many  were  shown  the  way  to  Christ. 


CHAPTER  II. 

THE  DUTY  OF  PARENTS  TO  THE  SCHOOL. 

Since  a  large  number  in  every  school  are  children  still 
under  the  parental  roof  and  subject  to  parental  control, 
it  is  a  matter  of  vital  importance  to  the  welfare  of  the 
school  that  parents  become  interested  in  it  and  give  their 
influence  and  aid  in  its  favor.  If  the  school  is  to  suc- 
ceed, manifestly  the  parents  must  appreciate  its  worth  and 
use  their  authority  in  its  behalf. 

Secure  Children's  Attendance.  Parents  should 
see  that  their  children  attend  the  Sunday-school.  If  pos- 
sible, they  should  go  themselves.  The  children  go  more 
readily  and  continue  on  into  adult  years  more  willingly, 
if  their  parents  are  with  them.  But  this  is  not  always 
possible.  Even  then  a  little  care  will  secure  the  attend- 
ance of  the  children.  No  great  exertion  of  authority  is 
necessary,  for  ordinarily  the  children  are  only  too  glad 
to  go.  The  main  thing  for  parents  to  do  to  secure 
the  attendance  of  their  children  at  Sunday-school,  is  to 
make  it  easy  for  them  to  go.  Much  will  depend  on 
attention  to  a  few  details  in  the  home.  If  the  meals  are 
furnished  at  suitable  hours,  if  suitable  clothing  is  pro- 
vided for  the  children,  if  arrangements  are  made  for  their 
conveyance,  it  is  almost  certain  that  the  children  will 
choose  to  attend  the  Sunday-school. 

Avoid  Criticism.     Again,  parents  should  show  regard 

for  the  school  and  especially  should  avoid  criticism  of  the 

school,  the   superintendent   or   the   teachers  before  the 

children.     The  conversation  of  the  parents  exerts  a  far 

54 


DUTY  OF  PARENTS   TO    THE  SCHOOL.  55 

PART  I.  §  3,  cii.  ii.] 

greater  influence  on  their  children  than  they  imagine. 
Their  words  are  heard  and  pondered.  Even  the  tone  of 
the  conversation  has  its  influence.  If  parents  show 
interest  in  the  school,  ask  about  the  lessons  and  make  it 
plain  that  they  respect  the  superintendent  and  teachers, 
it  gready  strengthens  the  children's  willingness  to  attend 
school  and  makes  more  likely  .their  improvement  under 
its  training.  But  if  parents  criticise,  it  destroys  the 
teacher's  influence.  If  criticism  must  be  made,  let  him 
who  makes  it  be  manly  about  it,  go  to  the  teacher  and 
make  it  directly  to  him. 

Promote  Discipline.  Parents  can  assist  materially  in 
the  discipline  of  the  school.  For  obvious  reasons  it  is 
impossible  to  enforce  the  same  discipline  in  the  Sunday, 
school  as  in  the  day-school.  On  parents,  therefore,  rests 
the  chief  responsibility  for  good  order  in  the  school.  If 
a  scholar  misbehaves  an  immediate  remedy  ought  to  be 
found  and  may  sometimes  be  found  in  a  visit  to  the  par- 
ents and  a  kind,  but  frank,  statement  regarding  the  mis- 
deeds of  the  child.  No  self-respecting  and  true-minded 
parent  could  fail  under  such  circumstances  to  take  his 
child  in  hand  and  by  such  methods  as  approved  them- 
selves to  him,  bring  the  child  to  a  better  mind.  Unfor- 
tunately in  many  cases  we  know  too  well  that  such  a  visit 
would  avail  nothing. 

See  that  Lessons  are  Learned.  Parents  should 
see  to  it  that  children  get  their  lessons.  If  possible,  let 
the  children  have  a  set  time  at  home  to  study  their  lesson  ; 
encourage  them  in  studying  it;  assist  them  at  their 
study;  provide  suitable  lesson-helps.  It  is  desirable 
that  every  child  have  a  Bible  of  his  own,  and  that  in  every 
house  there  be  a  reference  Bible,  a  copy  of  the  revised 
translation,  a  set  of  commentaries  on  the  Bible,  or  at 
least  lesson-helps  on  the  quarter's  lessons,  a  concordance, 


56        3IANUAL  OF  SUNDAY-SCHOOL  3TETH0DS. 

[TART  I.   §  3,  CH.  ii. 

a  Bible  text-book,  and  a  Bible  dictionary.  Thus  equij^ped 
the  parent  not  only  can  furnish  needful  helps  to  his  older 
children,  but  can  post  himself  thoroughly  on  the  lesson, 
and  so  be  able  to  help  his  children  in  preparing  them- 
selves. 

In  the  Home  Department.  Parents,  if  they  cannot 
be  in  the  home  school,  ought  by  all  means  to  be  in  the 
home  department.  This  brings  them  into  direct  rela- 
tion to  the  main  school,  is  a  testimony  stronger  than 
words  that  they  believe  in  the  school  and  appreciate  Bible 
study,  informs  them  regularly  as  to  the  lesson,  and  makes 
it  possible  for  them  to  teach  the  lesson  to  their  children. 


CHAPTER  III. 

THE   COMMITTEES    OF   THE    SUNDAY-SCHOOL. 

It  is  usual  in  schools  of  any  size  to  appoint  committees 
of  various  kinds  to  share  the  responsibilities  of  the  super- 
intendent and  to  some  degree  lighten  his  burdens. 

The  Executive  Committee  is  the  most  important  of 
these.  The  duties  of  this  committee  are  to  act  as  the 
counsellor  of  the  superintendent  in  all  matters  which  he 
wishes  to  bring  to  its  attention.  The  committee  is  some- 
times made  responsible  for  the  appointment  and  removal 
of  teachers,  for  the  selection  and  purchase  of  lesson- 
helps,  library  books  and  papers,  for  the  decision  of  ques- 
tions relating  to  meetings  and  entertainments,  for  the 
raising  of  funds  for  the  support  of  the  school  and  the 
disbursing  of  the  same,  for  the  disbursing  of  its  charities, 
and,  in  general,  for  the  transaction  of  any  business  of  the 
school.  Ordinarily  this  committee  is  not  given  full  pow- 
ers but  is  made  advisory  simply,  that  is,  all  business  must 
first  come  before  it  and  then  be  brought  before  the  school 
with  suitable  recommendations. 

This  committee  is  usually  composed  of  the  pastor, 
superintendent,  assistant  superintendent,  the  heads  of  the 
different  departments  and  one  or  two  teachers.  It  is 
ordinarily  elected  by  the  church  on  nomination  of  the 
teachers.  Sometimes  the  duties  of  this  committee  are 
given  to  the  governing  body  of  the  church,  whatever  it  is. 

There  are  certain  decided  advantages  in  such  a  committee. 
Where  everything  rests  with  the  superintendent,  the  government 
of  the  school  is  aj)t  to  be  a  despotism,  mild  and  beneficent,  often, 

57 


58        MANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[PART  I.  §  3,  CH.  iii. 
but  still  not  adapted  to  a  free  country.  The  superintendent  under 
Such  conditions  is  liable  to  force  everything  into  the  groove  of  his 
personality  and  so  fail  of  reaching  the  best  results.  It  is  desirable 
that  the  perplexing  questions  that  often  arise  should  be  considered 
from  different  points  of  view.  Here  is  the  great  benefifof  a  com- 
mittee. If  wisely  selected,  it  represents  a  variety  of  interests,  and 
its  action,  when  substantially  unanimous,  is  almost  sure  to  carry 
the  approval  of  the  whole  school  and  of  the  church  itself. 

Such  an  arrangement  every  worthy  superintendent  is  sure  to 
like,  for  it  relieves  him  of  great  responsibilities,  it  is  a  guarantee 
of  wise  management,  it  is  a  pledge  of  co5peration  on  the  part  of 
many  interests  and  it  is  an  assurance  of  help  in  the  burdens  that  are 
connected  with  the  management  of  the  school.  Such  a  committee 
naturally  makes  it  easier  to  find  a  suitable  superintendent  for  a 
large  school,  for  he  is  more  willing  to  accept  a  position  that  neces- 
sarily involves  a  severe  tax  upon  his  time  and  strength,  if  he  knows 
that  others  are  to  share  his  burdens  with  him. 

But,  in  addition  to  this  executive  committee,  it  is  usual 
in  some  large  schools  to  have  other  committees  to  relieve 
the  superintendent  and  perform  various  duties.  In  some 
schools  many  of  these  committees  are  permanent,  serv- 
ing the  year  through  ;  in  others  they  are  appointed  from 
time  to  time  as  the  need  requires. 

The  Finance  Committee  is  appointed  to  see  to  the 
finances  of  the  school.  Its  business  is  to  take  measures 
to  secure  an  adequate  income.  It  also  passes  upon  all 
bills  and  authorizes  their  payment.  Of  course  in  a 
small  school,  such  a  committee  is  quite  unnecessary. 

The  Temperance  Committee,  when  such  a  one  exists, 
is  intended  to  see  that  temperance  is  properly  brought  to 
the  attention  of  the  school.  It  is  to  devise  measures  to 
interest  the  pupils  in  the  subject,  to  secure  signatures  to 
the  pledge,  to  organize  a  temperance  society  in  the 
school  if  it  is  thought  best  to  have  one,  and  to  arrange 
for  such  temperance  meetings  as  may  be  held. 

The  Missionary   Committee  is  intended  to  do  for 


COMMITTEES  OF  THE  SUNDAY-SCHOOL,  59 

PART  I,  §  3,  CH.  iii.J 

missions  in  the  school  what  the  temperance  committee 
does  for  temperance,  holding  meetings,  organizing  mis- 
sionary circles,  and  distributing  missionary  literature. 

The  Benevolence  Committee  in  some  schools  has 
sole  charge  of  the  benevolences.  It  determines  how  the 
contributions  shall  be  made,  what  causes  shall  be  brought 
to  the  attention  of  the  school,  what  addresses  shall  be 
made  on  different  phases  of  benevolent  work,  what  di- 
vision shall  be  made  of  unassigned  contributions,  and, 
if  there  is  no  missionary  committee,  what  missionary 
publications  shall  be  distributed.  In  most  schools,  how- 
ever, these  duties  are  largely  left  to  the  superintendent. 

The  Social  Committee  is  to  arrange  for  Sunday- 
school  sociables,  planning  to  give  them  variety  and  in- 
terest, to  conduct  them  with  propriety,  to  secure  the  at- 
tendance of  those  it  is  most  desirable  to  reach,  and  to 
promote  the  acquaintance  of  those  in  the  school.  It 
often  acts  as  a  reception  committee,  bringing  the  people 
together  and  striving  to  make  all  feel  at  home. 

The  Entertainment  Committee  is  ordinarily  a  com- 
mittee chosen  to  meet  a  temporary  need.  At  Christmas 
time,  or  at  special  social  gatherings,  or  at  picnics,  such  a 
committee  is  chosen  to  arrange  games,  tableaux,  suppers 
and  the  like. 

The  Calling  Committee  is  appointed  to  increase  at- 
tendance or  secure  more  regular  attendance.  Its  one 
duty  is  to  call  wherever  a  call  is  needed,  whether  on  new- 
comers to  bring  them  into  Sunday-school  or  on  absentees 
to  bring  them  back  to  school,  or  on  the  sick  to  express 
sympathy.  Large  schools  that  are  able  to  assume  the 
expense,  find  it  profitable  to  employ  a  Sunday-school 
visitor,  usually  a  lady,  who  gives  her  whole  time  to  work 
such  as  is  undertaken  by  this  committee.  Nothing  will 
more  promote  attendance  at  a  Sunday-school  or  more 


60        MANUAL  OF  SUNDAY-SCHOOL  3IETII0DS. 

[PART  I.  §  3,  CH.  iii. 

certainly  hold  the  young  in  the  classes  than  the  judicious 
efforts  of  such  a  visitor. 

The  Instruction  Committee,  when  appointed,  is 
charged  with  the  duty  of  determining,  or,  more  generally, 
recommending,  a  suitable  course  of  study  for  the  school 
and  the  lesson  helps  to  be  used.  It  sometimes  is  ex- 
pected to  arrange  a  course  of  supplemental  lessons. 

The  Library  Committee  is  placed  in  general  charge 
of  the  library  and  the  librarian  is  under  its  general  direc- 
tion. Its  business  is  to  select  the  books  for  the  library, 
reading  those  brought  to  their  notice  and  allowing  none 
to  be  placed  on  the  shelves  unless  first  approved  by  them. 
Its  duties  take  time,  are  very  responsible  and  of  great 
importance. 

The  Relief  Committee  should  gather  cast-off  cloth- 
ing, put  it  in  order  and  distribute  it  judiciously  among 
the  needy  members  of  the  school  or  in  families  where  it 
is  found  that  children  are  prevented  from  coming  to 
school  because  they  have  nothing  suitable  to  wear.  Such 
conditions  often  exist  in  our  cities  and  villages  and  every 
live  Sunday-school  will  try  to  meet  the  necessity,  not  by 
spasmodic,  but  by  systematized,  efforts. 


CHAPTER  IV. 

THE   SUBORDINATE    OFFICERS    OF   THE    SCHOOL. 

The  Number  of  Officers  Needed  in  a  school  de- 
pends upon  its  size.  In  a  small  school  of  twenty  to  fifty 
ordinarily  a  superintendent  and  secretary  will  suffice, — 
the  secretary  acting  also  as  treasurer  and  librarian.  In 
a  larger  school,  numbering  from  fifty  to  a  hundred,  an 
assistant  superintendent  is  desirable  ;  the  treasurer  should 
be  a  separate  officer,  while  very  likely,  a  librarian  also  is 
needed.  If  the  school  is  divided  into  departments,  each 
department  needs  a  superintendent  of  its  own.  Then, 
as  the  school  grows,  a  larger  number  of  officers  is  needed. 
Large  schools  numbering  two  or  three  hundred  should 
have  at  least  these  officers,  a  superintendent,  an  assistant 
superintendent,  a  superintendent  for  the  primary  depart- 
ment, a  secretary,  a  treasurer,  a  librarian  and  a  musical 
director. 

The  Assistant  Superintendent.  In  schools  of  any 
size  there  should  be  at  least  one  assistant  superintendent 
and  in  a  large  school  more  than  one.  The  duty  of  such 
an  officer, — as  his  name  implies, — is  to  aid  the  superin- 
tendent in  his  work.  He  should  take  on  himself  what- 
ever responsibilities  the  superintendent  may  delegate  to 
him,  such  as  providing  the  classes  with  teachers  when 
the  regular  teachers  are  absent.  In  case  the  school  is 
large  and  there  are  several  departments  with  a  consider- 
able number  of  pupils  in  each,  it  may  be  necessary  to 
have  a  superintendent  for  each  department.  Many  of 
our  largest  schools  are  now  doing  this  and  the  kinder- 

61 


62        3TANUAL  OF  SUNDAY-SCnOOL  METnODS. 

[PART  I.   §  3,  CII.  iv. 

garten,  primary  department,  adult  class,  Chinese  depart- 
ment, etc.,  each  have  one  at  the  head  to  look  after  its 
interests. 

The  advantage  of  such  assistant  superintendents  is  easily  seen. 
They  secure  efficient  oversight  of  the  school  when  this  would  be 
impossible  in  the  hands  of  one  man,  they  secure  the  well-being  of 
the  school  when  the  superintendent  is  necessarily  absent,  and  they 
are  in  training  so  that  they  become  fitted  for  the  superinlendency 
itself  if  it  should  become  vacant,  or  for  other  imi^ortant  places  in 
the  school. 

The  Secretary.     What  are  His  Duties? 

1.  The  secretary  sJiould  collect,  record  and  report 
statistics  of  the  school.  Such  records  ought  to  be  very 
complete.  They  should  contain  an  account  of  all  busi- 
ness meetings  held  by  the  school,  all  votes  passed  and  all 
officers  elected.  The  attendance  for  each  Sunday  should 
also  be  noted  in  each  department  and  in  total,  with 
averages  for  each  quarter  and  a  comparison  with  the 
same  season  in  the  previous  year.  The  attendance  of 
each  teacher  and  pupil  should  also  be  recorded  in  some 
suitable  way.  Generally  each  class  has  its  book  in  which 
the  teacher  keeps  the  record  and  from  these  class-books  a 
general  record  can  be  made  up  if  necessary.  It  is  a  good 
suggestion  that  the  attendance  of  the  teachers'  meeting 
be  given  the  secretary  for  record  and  that  he  state  this 
attendance  in  his  weekly  report  to  the  school.  This 
will  undoubtedly  promote  attendance  at  the  teachers' 
meeting. 

2.  A  catalogue  of  the  school.  One  of  the  most  im- 
portant things  the  secretary  can  do  is  to  make  out  and 
keep  in  order  a  complete  catalogue  of  teachers  and  pu- 
pils. This  may  be  done  in  a  book,  but  altogether  the 
most  satisfactory  method  is  to  prepare  card  catalogues  in 
which  a  card  is  allotted  to  each  individual  member  of 


SUBORDINATE  OFFICERS  OF  THE  SCHOOL.      63 

PART  I.  §  3,  CH.  IV.] 

the  school.  To  make  this  complete  it  should  be  in  three 
parts,  one  alphabetical,  one  by  streets  and  one  by  teach- 
ers. The  last  two  may  be  made  very  brief  and  serve 
simply  as  indices,  the  bulk  of  the  information  desired 
being  on  the  first  cards.' 

3.  A  history  of  the  school.  One  other  thing  it  is  de- 
sirable the  secretary  should  do  and  that  is  preserve  in 
convenient  form  for  reference  an  orderly  history  of  the 
school.  All  facts  connected  with  its  early  history  are 
increasingly  important  from  year  to  year  and  are  espe- 
cially valuable  on  anniversary  days.  The  secretary 
should,  therefore,  preserve  statements  as  to  the  origin 
of  the  school,  the  steps  taken  in  its  organization,  the 
original  lists  of  officers,  teachers  and  pupils,  etc.  Here, 
too,  should  be  entered  accounts  of  any  important  events, 
such  as  the  organization  of  new  classes  or  new  depart- 
ments, the  erection  of  a  new  schoolroom,  any  change  in 
lesson-helps,  revivals,  and  the  like.  It  is  also  very  desir- 
able in  the  same  connection  that  a  scrapbook  be  pre- 
served in  which  shall  be  pasted  copies  of  all  programs 
used  in  the  school,  copies  of  orders  of  exercises  or  lists 
of  officers,  etc.,  printed  for  the  use  of  the  school,  clip- 
pings from  newspapers  pertaining  to  the  school  and  other 
things  of  interest.  All  these  records  are  of  course  open 
for  the  inspection  of  proper  persons.  The  superintend- 
ent, the  pastor  and  the  executive  committee  will  wish  to 
refer  to  them  frequently.  The  teachers  may  find  the  sec- 
retary's card  catalogues  of  great  value.  The  serviceabil- 
ity of  these  records  will  be  in  proportion  to  their  fulness 
and  correctness. 

The  Treasurer.  It  is  his  business  to  gather  up  the 
contributions   and    disburse   the   same,  to   take   general 

•  Such  cards  can  be  obtained  of  the  American  Sunday-School 
Union  in  any  quantity  desired. 


64        MANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[part  I.  §  3,  CH.  iv. 
charge  of  the  expenses  and  to  pay  all  bills  and  by  a  care- 
ful system  of  bookkeeping  to  keep  account  of  all  moneys 
received  and  paid  out.  If  the  school  is  supported  by 
the  church,  the  superintendent  ordinarily  receives  the 
amount  appropriated  and  passes  it  over  to  the  treasurer 
for  safe-keeping, — this  sum  being  drawn  upon  as  needed 
for  the  legitimate  expenses  of  the  school. 

The  Librarian.  The  librarian's  duties  will  be  con- 
sidered later  in  connection  with  the  discussion  of  the 
library. 

Who  Should  Take  These  Places. 

1.  Men  of  system.  The  librarian,  secretary  and  treasurer  must 
all  be  men  of  system.  In  these  days  there  are  many  devices  to 
facilitate  their  work.  The  librarian  has  his  checks  and  numbers, 
the  secretary  his  record  book  suitably  ruled,  the  treasurer  his  system 
of  bookkeeping.  These  officers  are  all  needed  to  relieve  the  su- 
perintendent of  the  burden  of  detail  necessarily  connected  with 
every  large  school.  He  has  altogether  too  much  to  do  to  perform 
their  duties  as  well  as  his  own.  They  can  do  much  in  preventing 
friction,  saving  time,  promoting  a  helpful  emulation  and  projecting 
the  influence  of  the  school  into  the  community  and  beyond.  They 
secure  accuracy  in  reports  and  in  the  use  of  finances  and  are  in- 
valuable in  their  place. 

2.  You  tig  men  are  generally  considered  desirable  for  the  posi- 
tions of  librarian,  secretary  and  treasurer.  It  is  also  an  excellent 
thing  to  put  in  a  young  man  as  assistant  superintendent  that  thus 
he  may  be  in  training  for  the  more  responsible  post  of  superin- 
tendent and  that  when  a  change  must  come,  the  school  have  some 
one  whose  experience  fits  him  for  this  position. 

3.  Must  the  secretary,  treasurer  and  librarian  be  Christians  ? 
This  is  an  open  question  to  be  decided  in  the  individual  case.  On 
the  one  hand  if  a  young  man,  not  a  Christian,  becomes  uneasy  and 
is  liable  to  drop  out  of  school,  give  him  one  of  these  offices  and  he 
at  once  feels  a  new  responsibility,  is  pleased  that  he  can  do  some- 
thing for  the  scliool  and  is  likely  to  stay.  On  the  other  hand  such 
duties  are  quite  as  likely  to  be  effectively  and  helpfully  performed 
by  a  Christian,  while  it  is  certain  that  of  the  two  it  is  more  im- 


SUBORDINATE  OFFICERS  OF  THE  SCHOOL.      65 

PART  I.  §  3,  CH.  iv.] 

portant  to  retain  in  the  class  in  the  study  of  the  Bible  the  young 
man  who  has  not  yet  settled  the  great  question.  We  have  known 
a  Sunday-school  started  by  a  Sunday-school  missionary  where  it  was 
deemed  impossible  to  organize  the  school  because  a  base  ball  club 
played  its  games  regularly  on  Sunday  afternoons  at  the  only  hour 
when  the  school  could  hold  its  session.  The  problem  was  solved 
when  the  missionary  asked  the  captain  of  the  ball  club  to  become 
secretary  of  the  school  and  to  bring  his  mates  with  him.  The  re- 
sult was  the  conversion  of  the  secretary  and  of  several  members  of 
the  club. 


CHAPTER  V. 

THE   YOUNG  PEOPLE'S  SOCIETY  AND  THE  SUNDAY-SCHOOL. ^ 

A  Feature  of  Modern  Religious  Life.  A  Young 
People's  Society  exists  in  most  modern  churches  and  is 
found  in  connection  with  a  large  proportion  of  our  Sun- 
day-schools, though  known  by  different  names, — the 
Young  People's  Society  of  Christian  Endeavor,  the  Bap- 
tist Young  People's  Union,  the  Epworth  League,  the 
Church  Porch,  the  Brotherhood  of  Andrew  and  Philip  and 
the  like.  This  society,  whatever  its  name,  is  ordinarily 
the  outgrowth  of  the  Sunday-school.  It  contains  the 
most  active  and  best  trained  pupils  in  the  school.  They 
naturally  turn  to  this  spiritual  and  practical  organization 
as  the  fitting  outcome  of  the  training  they  have  had  in  the 
school. 

Supplements  the  Sunday-school.  The  Young  Peo- 
ple's Society  has  features  that  fit  on  to  the  Sunday-school 
and  are  supplemental  to  it.  Here  is  a  vital  combination 
of  Christians  bound  together  by  a  covenant,  sharing  a 
common  religious  life,  joining  together  in  spiritual  fellow- 
ship and  combining  in  Christian  activity.  All  this  is  ex- 
ceedingly desirable.  For  the  most  part  it  is  not  to  be 
found  to  any  great  extent  in  the  Sunday-school  itself. 
The  Sunday-school  is  a  more  superficial  organization. 
Those  who  are  in  it  are  linked  together  by  a  common 
purpose  to  study  the  Bible,  while  those  who  are  in  the 

'  The  substance  of  this  chapter  has  been  given  by  the  author  in 
addresses  at  the  International  Conventions  of  the  Y.  P.  S.  C.  E.  in 
Montreal  and  Boston  and  also  on  other  occasions. 


YOUNG   PEOPLE'S  SOCIETY.  07 

PART  I.  §  3,  CH.  v.] 

Young  People's  Society  are  linked  together  by  a  common 
life,  the  Christian  life  in  their  souls.  On  the  other  hand 
the  Young  People's  society  owes  much  to  the  Sunday- 
school.  The  members  of  the  society  were  first  trained  in 
the  Sunday-school,  and  there,  as  a  rule,  received  their  first 
impulses  in  the  Christian  life.  The  Sunday-school  opened 
to  them  the  wonders  of  Scripture,  showed  them  the  way 
of  salvation  and  brought  them  into  contact  and  com- 
panionship. Without  the  Sunday-school  as  a  preliminary 
experience,  the  Young  People's  Society  would  be  hardly 
possible. 

Mutual  Helpfulness.     The  Young  People's  Society 
and  the  Sunday-school  should  then  stand  in  close  and 
kindly  relation  to  one  another.     On  the  one  hand  the 
Sunday-school  should  cherish  and  encourage  the  Young 
People's   Society.     It   should   regard   the   society   as   a 
natural  and  proper  outgrowth  of  it,  as  its  very  flower,  and 
it   should    endeavor   to   promote  the  society's  interests. 
The  superintendent  and  teachers  should  encourage  the 
organization  of  such  a  society  and  should  seek  its  wel- 
fare.    On  the  other  hand,  the  Young  People's  Society 
should  never  weaken  the  Sunday-school  by  withdrawing 
from  it  or  becoming  absorbed  in  its  own  affairs.     The 
Young  People's  Society  can  never  take  the  place  of  the 
Sunday-school,  for  the  Sunday-school  has  entirely  distinct 
functions,  and  functions  of  great  importance.     It  is  the 
place  for  Bible  study,  where  the  fundamental  truths  of  re- 
ligion   are   learned.     It    is  important   that  all,   whether 
young  or  old.  Christians  or  not,  should  use  the  Sunday- 
school    as   an    instrumentality  to   feed   their  souls  with 
spiritual  food  and  to  build  them  up  in  Christian  character. 
The  members  of  the  Young  People's  Society,  then,  should 
never  desert  nor  neglect  the  Sunday-school  but,  recogniz- 
ing its  helpfulness  and  grateful  for  its  help,  should  seek  to 


68        MANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[FART  I.  §  3,  CH.  V. 

Strengthen  its  work  by  their  own  presence  and  helpful- 
ness. It  is  not  always  easy,  when  warmly  interested,  in 
one  object  to  be  equally  interested  in  another,  and  it  has 
been  feared  that  the  Young  People's  Society  might  cause 
a  diminished  attendance  on  the  Sunday-school.  There 
seems  to  be  no  real  ground  for  such  fear,  however,  for,  as 
a  matter  of  fact,  nearly  all  members  of  Young  People's 
Societies  are  in  the  Sunday-school  and  the  most  active  in 
the  society  are  apt  to  be  teachers  in  the  school. 

Special  Duties  to  Schools  Apart  From  Churches. 
There  is  a  special  duty  which  the  Young  People's  So- 
ciety owes  to  schools  which  are  existing  apart  from 
churches.  There  is  necessarily  a  great  number  of  such 
schools  in  the  land,  organized  as  they  are  by  missionary 
effort  in  outlying  districts  far  from  any  church.  Such 
schools  often  furnish  the  only  opportunities  for  Christian 
worship  enjoyed  by  the  community  where  they  are  located. 
They  become,  therefore,  a  religious  nucleus  or  germ,  de- 
veloping in  themselves  whatever  the  community  absolutely 
needs  for  its  religious  life.  They  often  cannot,  for  some  time 
at  least,  become  churches,  and  yet  the  people  need  some 
form  of  organization  stronger  than  the  Sunday-school  and 
on  a  more  spiritual  basis.  The  Young  People's  Society 
exactly  meets  this  need.  It  binds  together  those  in  the 
Sunday-school  who  are  religiously  inclined,  forms  an 
organization  preparatory  to  the  church,  and  gives  a  basis 
of  strength  by  means  of  which  it  is  comparatively  easy  to 
maintain  prayer-meetings  and  even  to  secure  occasional 
preaching.  The  Young  People's  Society  is  a  godsend,  a 
spiritual  boon,  to  those  dwelling  in  out-of-the-way  places, 
where  the  Sunday-school  has  awakened  in  their  hearts  a 
desire  for  closer  ties  as  Christians.  The  great  army  of 
young  people  in  these  societies  throughout  the  land,  ought 
to  be  on   the  watch  for  these  outlying  Sunday-schools 


YOUNG  PEOPLE'S  SOCIETY.  69 

PART  I.  §  3,  CH.  v.] 

and  regard  them  as  specially  needing  and  deserving  their 
aid.  Let  them  organize  in  these  schools  Young  People's 
Societies.  Let  them  care  for  these  schools  as  sure  in  time 
to  result  in  Young  People's  Societies. 


Section  4.     Special  Features  of  the   Sunday- 
school. 


CHAPTER  I. 

WORSHIP   IN    THE    SUNDAY-SCHOOL. 

Much  Attention  Now  Given  to  Worship.  Of  late 
years  much  has  been  made  of  worship  in  the  Sunday- 
school.  Opening  services  have  been  carefully  prepared 
and  are  universally  used.  These  services  have  been 
greatly  enriched  in  various  ways  but  especially  by  re- 
sponsive readings  and  by  music  adapted  to  the  young. 

Is  Worship  the  Primary  Idea  ?  There  undoubtedly 
should  be  a  large  place  for  worship  in  the  Sunday-school. 
Is  it  the  primary  idea  of  the  school  ?  Worship  is  the  dis- 
tinctive feature  of  the  morning  service  but  is  not  instruc- 
tion that  of  the  Sunday-school  ?  It  is  desirable  that  all 
who  attend  the  Sunday-school  should  attend  the  morning 
service  of  worship  where  the  whole  congregation  are  to- 
gether and  a  sermon  is  preached.  Care  must  be  taken 
that  the  Sunday-school  does  not  so  completely  cover  all 
the  functions  of  religion  that  the  morning  service  shall 
seem  to  be  needless  and  so  the  young,  especially,  become 
content  with  absence  from  the  great  congregation.  We 
would  by  no  means  remove  the  exercises  of  worship  from 
the  Sunday-school,  but  we  would  not  give  the  impression 
that  they  were  all  that  are  needed.  These  exercises 
should  rather  be  supplementary  to  the  more  formal  wor- 
70 


WORSHIP  IN  THE  SUNDAY-SCHOOL.  71 

PART  I.   §  4,  CH.  1.] 

ship  of  the  house  of  God  and  excite  a  desire  for  it.     Tliey 
should  not  usurp  the  place  of  the  morning  service. 

Worship  Preparatory  to  Bible  Study.  Yet  wor- 
ship is  essential  to  open  the  way  for  Bible  study  and  to 
fit  the  mind  for  the  influences  of  the  Holy  Spirit  in  con- 
veying truth.  To  this  end  there  must  be  direct  and 
earnest,  though  brief,  exercises  at  the  opening  and  close 
of  school.  These  exercises  will  naturally  consist  of 
music,  responsive  readings  and  other  uses  of  Scripture, 
prayer  and  addresses. 

Responsive  Readings  have  come  to  have  a  very  im- 
portant  part  in    the  general    exercises   of  the   Sunday- 
school.     This  is  undoubtedly  well.     They  familiarize  the 
school    with   the    Scriptures    and   teach  it  reverence  for 
God's  word ;  they  give  the  whole  school  an  opportunity 
to  participate  actively  in  the  worship ;  they  convey  of 
themselves,  by  constant  repetition,  important  lessons.     It 
is  remarkable  how  responsive  readings  have  now  come  to 
be  adopted  as  a  part  of  worship  by  nearly  every  branch 
of  the  church  of  God.     This  is  probably  due  in  the  main 
to  the  influence  of  the  Sunday-school.     The   Sunday, 
school    first   introduced    the   practice,   and    presently  it 
was  readily  taken  up  by  the  churches  themselves. 
^  The  Repetition  of  Scripture  in  Concert  is  a  de- 
lightful and  helpful  form  of  worship  in  Sunday-school. 
Many  schools  are  in   the  habit  of  repeating  a  psalm  in 
unison.     This    practice    is    altogether   admirable.     We 
cannot  lay  up  too  much  Scripture  in  our  memories  and 
there  is  both  pleasure  and  profit  in  repeating  it  with  the  - 
voice  of  the  whole  school. 

In  a  great  monthly  meeting  of  Christian  gentlemen,  where  over 
four  hundred  meet  to  listen  to  scholarly  addresses  on  religious 
themes,  the  most  interesting  j.art  of  tlie  exercise  is  the  repetition, 
as  if  it   were  a  single  utterance,  of  the   Lord's  I'rayer.     This  is 


72        3IANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[part  I.  §  4,  CH.  i. 
never  done  without  producing  a  deep  impression.  Every  school 
should  repeat  the  Lord's  Prayer  in  concert  and  many  of  the  psalms 
also. 

The  Prayers  in  the  general  exercises  of  the  school  are 
of  great  importance.  They  are  to  voice  the  needs  of  the 
whole  school,  to  bring  the  minds  of  children  and  teach- 
ers into  a  proper  condition,  to  bind  the  school  to  God. 
They  should  not,  then,  be  carelessly  or  hastily  offered, 
but  after  thought  and  by  those  who  appreciate  the  needs 
of  the  school  and  sincerely  desire  God's  blessing.  While 
the  superintendent  will  lead  in  these  prayers,  it  is  desirable 
that  the  different  teachers,  and  sometimes  the  older  schol- 
ars, after  previous  notification,  take  up  the  duty  in  turn. 

Addresses.  There  is  a  prejudice  in  some  schools 
against  addresses  during  the  school  hour.  This  arises 
from  the  fact  that  when  it  has  been  the  practice  to  invite 
every  chance  visitor  to  say  something  to  the  school,  often 
precious  time  has  been  taken  up  in  platitudes.  An  ad- 
dress that  is  brief,  pointed,  tender  and  timely,  is  helpful 
at  the  end  of  the  school  hour.  It  has  already  been  sug- 
gested (§  2,  chapter  iv.)  that  the  superintendent  may  well 
close  the  school  hour  with  a  few  review  questions, — fol- 
lowed by  a  five  minute  talk  on  the  lesson,  either  by  him- 
self or  the  pastor, — to  clinch  the  truths  of  the  lesson.  In 
addition  to  this,  or  in  place  of  the  pastor's  remarks,  it 
may  be  well  at  times  to  give  an  opportunity  to  some 
judicious  and  competent  visitor  to  say  a  word.  This  is 
especially  true  in  the  case  of  an  experienced  Sunday- 
school  teacher  or  superintendent  or  pastor,  or  if  there  is 
with  the  school  some  one,  like  a  missionary,  who  can  tell 
of  the  work  done  by  the  people  of  God  on  mission  fields. 
Every  school  should  be  taught  to  give  by  receiving  in- 
struction on  the  world's  need  of  missionary  effort  and  on 
the  result  of  its  own  contributions  in  mission  fields. 


WORSHIP  IN  THE  SUNDAY-SCHOOL  73 

PART  I.   §  4,  CH.  i.]  •  '"^ 

Forms  FOR  Worship.     The  need  of  suitable  opening 
and  closing    services    is  strongly   felt   in    many  of  our 
schools.    7  he  lesson  quarterlies  fill  this  need  to  a  certain 
extent  by  publishing  in   connection  with   the  pages  de- 
voted to  the  study  of  the  lesson  two  or  three  pages  contain- 
ing a  form  of  opening  and  closing  for  the  quarter      But 
many  superintendents  desire  a  larger  variety  than  is  thus 
secured  and  wish  also  to  preserve  and  use  again,  from 
tune  to  time,  forms  which  have  been  learned  in  the  school 
and  have  proved  acceptable.     To  meet  these  needs  some 
superintendents  have  prepared  and  printed  a  i^sv  forms  of 
opening  and  closing  services  for  their  own  use      This 
method,  however,  is  expensive  and  limited  in  its  scope 
It  IS  desirable  that  the  school  be  provided,  as  is  often  the 
church,  with  a  book  of  worship. 

The  following  orders  of  service  are  appended  as  examples  of  the 
way  in  which  prominent  Sunday-schools  have  been  conducted. 

Number  i. 

1.  Voluntary.     Organ  or  piano  or  orchestra  or  choir 

2.  (School  rises)   Recitation  of  Scripture  selections.     (For  ex 

ample  .-Ps.  xxxiv.  3;  Acts  iv.   12;  Ps.  ciii.    ,3;  John 
XIV.  19;  Ps.  xxiii;  the  Beatitudes  or  Heb   i    1-6  ) 

3.  Singing  of  the  Gloria.   (The  school  is  now  seated  ) 

4.  Supplemental  Lesson.     For  example,  a  repetition  of  the  titles 

of  the  books  of  the  Bible. 

5-     Singing.     (Any  who  are  late  quietly  take  their  seats  ) 
o.     Notices.  ^ 

7.     Study  of  the  Lesson.     8.    The  lesson  Reviewed  by  the  whole 
school.     9.     Singing. 

10.  Prayer,  closing  with  the  Lord's  Prayer 

11.  Benediction.     Superintendent.     «« The   Lord  bless  thee  and 

keep  thee."  Teachers.  "The  Lord  make  his  face  to 
shine  upon  thee  and  be  gracious  unto  thee."  Pupils 
"llie  Lord  lift  up  his  countenance  upon  thee  and  give 
thee  peace."  ^ 


74        MANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[PART  I,  §  4,  CH.  i. 

Number  2. 

1.  School  comes  to  order  and  rises. 

2.  Call  to  worship  by  the  superintendent,  who  repeats  Ps.  xcv. 

I,  2. 

3.  Singing,  after  which  the  school  is  seated. 

4.  Recitation   of  Scripture    passages.     By    superintendent,    Ps. 

cxxii.    I;  by  the  teachers,  Jas.   iv.  8;  by  the  school,  Ps. 
xxvii,  7  ;  or  a  Responsive  Reading. 

5.  Prayer.     6.     Singing.     7.     Reading  the  lesson. 

8.  Making  the  Offering  and  Marking  Attendance. 

9.  Study   of  the    Lesson.     10.     Secretary's    Report.     II.     No- 

tices for  the  Week. 

12.  Title  of  the  Lesson  and  Golden  Text  given  in  concert. 

13.  Singing.     14.     Dismission. 

Number  3. 

1.  Singing  for  fifteen  minutes. 

2.  Responsive   Reading.     The   Beatitudes   or   Psalm   xxiv.   or 

Ephesians  vi.  i,  4,  10,  18. 

3.  (The  school  rises.)     Apostles'  Creed  in  concert.     4.     Sing- 

ing.    (The  school  is  seated.) 
5.     Responsive  Reading  of  the  Lesson.     6.    Prayer.    7.    Notices. 
8.     Singing.     9.     Lesson.     (30    minutes.)     10.     Brief   remarks 

by  pastor  or  superintendent  on  the  lesson. 
II.     Lord's  Prayer  in  concert.     12.     Singing.     13.     Doxology. 


CHAPTER  11. 

MUSIC   IN   THE   SUNDAY-SCHOOL. 

Music  is  a  part  of  worship  and  might  fittingly  have  been 
treated  in  the  preceding  chapter,  but  it  is  so  important 
and  so  liable  to  be  misused  that  it  deserves  distinct  dis- 
cussion. 

Music  to  be  Worshipful.  The  aim  of  music  in  the 
Sunday-school  must  ever  be  worshipful,  and  to  this  end 
music  must  be  carefully  guarded,  lest  it  be  degraded  and 
put  to  some  less  worthy  use.  Music  is  the  language  of 
emotion  ;  it  speaks  for  the  heart.  If  properly  used  in  the 
school  it  arouses  feeling  and  places  the  soul  in  tune  with 
the  purposes  of  the  hour.  If  wisely  selected,  it  will 
deepen  the  impressions  of  the  lesson  and  clinch,  by  stir- 
ring the  heart,  the  convictions  produced.  It  is  impor- 
tant, then,  that  the  school  open  and  close  with  appropriate 
and  helpful  music,  music  that  at  the  opening  of  service 
shall  be  inspiring  and  put  those  who  join  in  it  in  a  proper 
mood  for  studying  the  Bible,  while  at  the  close  of  the 
school  the  music  should  be  in  even  closer  accord  with  the 
lesson  and  convey  to  some  extent  the  same  impressions 
that  are  aroused  by  the  study  of  the  previous  hour. 

Music  to  be  Attractive.  It  is  not  difficult  in  choos- 
ing music  that  is  appropriate  to  choose  also  music  that  is 
attractive.  It  is  perfectly  fitting  that  music  be  used  in 
the  school  to  attract  and  interest  the  pupils.  It  is 
desirable  that  there  be  frequent  singing,  that  the  young 
may  thus  find  pleasure  in  the  school  and  that  the  way 
may  be  opened  for  them  to  join  in  the  worship. 

75 


76        3IANUAL  OF  SUNDAY-SCHOOL   METHODS. 

[PART  I.  §  4,  CH.  ii. 

Music  to  be  Spiritual.  Sunday-school  music  should 
have  a  distinct  character  of  its  own.  It  should  be  spirit- 
ual and  helpful.  If  it  is  spiritual,  it  will  not  be  tawdry, 
but  dignified  and  worthy.  It  will  speak  for  God  to  the 
soul.  Too  much  Sunday-school  music  is  mere  jingle  and 
clap-trap,  designed  to  catch  the  ear  and  quicken  the 
pulse,  but  not  written  with  the  thought  of  introducing  the 
pupil  into  the  presence  of  God. 

Music  Must  be  Helpful.  It  must  be  music  that  is 
earnest  and  tender,  pure  and  elevating.  And  yet  at  the 
same  time  it  must  be  music  that  is  helpful, — music,  i.  e.j 
that  appeals  to  the  child-mind,  that  is  not  dull  or  heavy 
or  sombre,  but  fresh,  lively  and  interesting.  Otherwise  it 
fails  largely  to  do  its  proper  work.  In  such  a  case  its 
tongue  is  not  heard  and  its  message  is  unheeded. 

Music  not  to  be  too  Difficult.  There  is  danger 
that  in  avoiding  the  cheap  and  tawdry 'music  so  com- 
mon in  these  days,  we  go  to  the  other  extreme  and  seek 
music  that  is  severely  classical  and  difficult.  In  such  a 
case  we  allow  our  music  to  speak  in  an  unknown  tongue. 
It  is  as  easy  to  sing  over  the  hearts  as  to  speak  over  the 
heads,  of  the  young.  Too  difficult  music  in  the  Sunday- 
school  defeats  its  purpose ;  it  expresses  nothing  to  the  un- 
trained mind. 

Music  not  to  be  Unduly  Prominent.  Music  in  the 
Sunday-school  ought  never  to  be  unduly  prominent.  It 
is  simply  a  means  to  an  end.  It  must  not  make  undue 
demands  upon  the  time  ordinarily  given  to  study.  The 
practice  of  using  a  part  of  the  school  hour  for  drill  in 
music  is  unfortunate.  It  may  be  unavoidable,  but  still 
it  is  greatly  to  be  deprecated.  Of  course  some  way  must 
be  found  to  train  the  children  to  sing  and  to  acquaint 
them  with  new  music,  and  often  before  Children's  Day 
and  other  special  days  it  seems  quite  important  to  take 


3imiC  IN  THE  SUNDAY-SCHOOL.  77 

PART  I.  §  4,  CI  I.  ii.] 

time  to  practice  the  music.  At  the  same  time,  these 
special  occasions  witli  their  fine  new  pieces  of  music  are 
dearly  bought  if  made  possible  by  the  loss  of  a  good  part 
of  several  study  hours.  It  might  be  better  to  keep  the 
school  a  little  longer  and  spend  such  time  as  was  necessary 
for  musical  drill  after  the  ordinary  hour  of  closing,  or  it 
would  be  better  still  if  the  school  could  be  got  together  in 
special  meetings  for  practice  in  singing.  This  used  to  be 
quite  common  thirty  or  forty  years  ago. 

There  was  a  certain  city  church  in  those  earlier  days  which 
regularly  held  a  Wednesday  afternoon  singing  school  for  the  chil- 
dren of  Its  Sunday-school.  In  that  school  the  principles  of  music 
were  taught  for  a  while  at  every  session  and  then  the  Sunday- 
school  music  was  taken  up  and  practiced.  There  was  never  any 
musical  drill  in  the  Sunday-school  itself.  It  would  have  been 
resented  as  much  as  in  the  house  of  God  at  the  regular  morning 
service.  This  was  before  singing  was  taught  to  any  extent  in  the 
public  schools  and  very  likely  the  change  in  our  public  schools  in 
this  regard  renders  a  singing-school  connected  with  a  Sunday-school 
in  most  places  unnecessary  and  impracticable. 

Music  to  be  Rendered  by  the  School  Itself.  Sun- 
day-school music  should  be  largely  sustained  by  the 
Sunday-school  itself.  This  is  desirable  both  on  the  score 
of  economy  and  in  order  to  interest  the  young.  Children 
and  youth  ordinarily  like  best  that  in  which  they  have  a 
part  and  unquestionably  the  music  of  the  school  is  more 
helpful  and  better  appreciated  when  the  young  people 
themselves  furnish  it.  It  is  well  to  make  their  work 
prominent  and  to  let  them  feel  that  they  have  an  im- 
portant part  to  do.  To  this  end  it  is  quite  desirable  to 
have  a  good  Simday-school  quartet  selected  from  some 
of  the  best  singers  in  the  school.  This  is  often  a  great 
addition, 

A  School  Orchestra  also  proves  in  some  cases  to  be 


78        3TANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[part  I.  §  4,  CH.  ii. 
a  valuable  aid.  No  doubt  this  greatly  interests  the  school, 
for  a  time  at  least,  and  it  certainly  gives  the  school  a 
strong  hold  on  those  who  are  in  the  orchestra,  but  whether 
or  not  the  orchestra  is  desirable  depends  upon  its  ability 
to  touch  the  emotions  and  express  religious  feelings.  If 
it  really  aids  worship  it  should  be  welcomed.  If  it  is 
simply  a  novelty  and  an  amusement,  it  jars  on  the  lofty 
aims  of  the  school  and  does  harm. 


CHAPTER  III. 

THE    SUPPLEMENTAL    LESSON. 

Need  of  Supplemental  Lessons.  It  is  evident  that 
the  ordinary  lessons  of  the  International  series  or  any  reg- 
ular course  of  study  of  consecutive  Scripture  passages  will 
not  furnish  information  greatly  to  be  desired  in  regard  to 
a  variety  of  matters  that  should  naturally  be  taught  in  the 
Sunday-school.  There  are  many  facts  about  the  Bible 
pertaining  to  its  geography,  history,  composition,  author- 
ship, etc.,  that  ought  to  be  known.  A  systematized  state- 
ment of  doctrines, — that  may  or  may  not  be  a  church 
catechism, — church  history  and  the  like,  ought  also  to  be 
studied  in  the  Sunday-school. 

What  Supplemental  Lessons  Are.  A  scheme  of 
supplemental  lessons  has  been  devised  to  meet  this  need. 
It  is  proposed  that  ten  minutes  of  the  Sunday-school  hour, 
either  before  or  after  the  regular  lesson,  but  preferably 
before,  be  taken  for  instruction  on  these  general  topics. 
This  exercise  would  probably  better  be  conducted  with 
the  whole  school  from  the  platform,  the  pastor  or  the 
superintendent  being  in  charge,  but  it  can  be  managed, 
if  preferred,  by  each  teacher  in  his  class  in  his  own  way. 

Tkxt-books  for  Supplemextal  Lessons.  Certain  small  text- 
books for  supplemental  lessons  have  been  published.  One  is  by 
Loranus  E.  Hitchcock  and  is  called  "  The  Ten  Minute  Series  of 
Supplemental  Lessons  for  the  Sunday-school."  This  contains  five 
series  of  lessons  for  use  by  any  denomination,  each  series  having 
thirty-six  lessons  designed  to  cover  a  year,  omitting  the  vacation. 
The  topics  for  each  year  are  respectively,  The  Life  of  Jesus, 
Studies  about  the  Bible,  Bible  Geography,  Bible  History  and  The 

79 


80        MANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[PART  I,  §  4,  CH.  iii. 
History  of  the  Christian  Church.  Two  additional  series  have  been 
prepared,  designed  for  use  by  Methodists.  Besides  this  Rev.  Jesse 
L.  Hurlburt,  D.  D.,  has  prepared  a  small  volume  with  a  similar 
purpose.  It  is  entitled  "  Supplemental  Studies  for  the  Sunday- 
school." 

Mrs.  Mary  G.  Rice  has  prepared  "  First  Lessons  for  Primary 
Classes"  as  supplemental  lessons  in  that  department,  and  over 
70,000  have  been  used. 

Dr.  Vincent  has  outlined  a  course  of  supplemental 
study  as  follows  : 

Two  years  in  primary  work  on  memorizing  verses,  a  catechism 
about  the  Bible,  outlines  of  Bible  biography  and  history  and 
church  catechism. 

Three  years  of  intermediate  work  and  three  years  of  senior 
work  on  memorizing  verses,  Bible  history  and  geography,  the  im- 
portance of  the  Bible,  church  catechism,  hymns,  temperance  and 
missions. 

Fifty  years  of  exegetical  study  in  special  classes,  of  lectures  on 
evidences,  church  history,  the  relation  of  science  and  religion,  of 
theological  sermons,  of  general  reading. 

"Our  Sixty-Six  Sacred  Books,"  by  Dr.  Edwin  W. 
Rice,  has  been  widely  used  in  advanced  classes  as  sup- 
plemental studies. 

Such  a  Supplemental  Course  ls  Important.  Most 
of  the  pupils  in  our  Sunday-schools  have  little  other  op- 
portunity for  religious  instruction.  They  are  not  ordi- 
narily students  having  regular  lessons  on  the  Bible  in 
academy  or  college.  Nor  are  they  ordinarily  people  of 
large  reading,  able  and  willing  to  supplement  their 
Sunday-school  lesson  on  a  Biblical  passage  by  a  general 
course  of  reading,  A  ten-minute-a-week  course  of  study 
in  supplemental  lessons  means  not  only  nearly  nine  hours 
a  year  in  itself,  l)ut,  what  is  far  more,  hours  of  prepara- 
tion and  reading  in  connection  with  such  lessons. 


THE  SUPPLEMENTAL  LESSON.  81 

PART  I.  §  4,  cii.  iii.] 

The  Things  to  be  Almed  at  in  such  supplemental 
lessons  should  be  (i)  a  general  acquaintance  with  the 
scope,  plan  and  contents  of  the  Bible;  (2)  a  knowledge 
of  those  facts  necessary  to  be  known  in  order  to  under- 
stand the  Bible,  viz  :  its  origin  and  authority,  the  history, 
geography,  archaeology  and  institutions  referred  to  in  it ; 
(3)  memorizing  Scripture ;  (4)  knowledge  of  Christian 
doctrines;  (5)  familiarity  with  Christian  evidences  ;  (6) 
acquaintance  with  the  outlines  of  religious  history,  viz : 
the  history  of  the  Jewish  church,  of  the  religious  con- 
ditions in  the  time  of  Christ  and  the  apostles,  and  of  the 
church  of  God  subsequently.  More  and  more  stress  can 
be  laid  on  these  topics  of  supplemental  work  as  the  pupils 
pass  from  lower  departments  to  higher. 

The  Basis  of  Promotions.  It  is  now  often  urged 
that  these  supplemental  lessons  should  be  the  basis  of  ex- 
amination in  the  Sunday-school  for  promotion  from  one 
grade  to  another  and  that  pupils  should  not  be  thus  ad- 
vanced until  they  know  the  supplemental  course  belong- 
ing to  their  grade.  Evidently  the  practice  is  a  makeshift 
arising  from  the  fact  that  the  lessons  of  the  school  are  not 
yet  properly  graded.  When  such  grading  of  lessons  is 
common,  no  school  will  be  satisfied  to  resort  to  supple- 
mental and  incidental  work  as  a  basis  for  promotions. 

A  certain  large  Sunday-school  has  printed  "  Requirements  for 
Graduation  from  the  Senior  Primary  Department."  The  paper 
contains  the  twenty-third  Psalm,  the  Beatitudes,  the  Ten  Com- 
mandments (in  full),  classified  lists  of  the  books  of  the  Old  and 
New  Testaments  and,  last  of  all,  a  page  of  texts  to  be  memorized 
on  the  need  of  a  Saviour,  the  way  of  salvation  through  Christ,  the 
duties  of  missionary  service,  of  giving  and  of  temperance. 


CHAPTER  IV. 

PUBLIC    REVIEWS. 

Reviews  in  the  Sunday-school  are  of  two  kinds,  those 
conducted  by  each  teacher  in  the  privacy  of  his  own  class 
and  those  conducted  publicly  by  the  superintendent  or  by 
some  one  acting  for  him.  The  teacher's  method  of  con- 
ducting reviews  will  be  considered  in  a  subsequent  chap- 
ter, but  the  review  from  the  superintendent's  standpoint 
should  be  discussed  here. 

Importance  of  Reviews.  No  well  conducted  school 
will  fail  to  introduce  reviews  at  stated  periods.  Such 
reviews  are  necessary. 

1.  They  impress  the  lessons  on  the  memory.  In 
going  over  a  series  of  lessons  for  the  first  time,  some  im- 
portant facts  will  inevitably  slip  from  the  memory.  A 
review  picks  up  the  threads  that  have  been  dropped,  re- 
stores everything  to  its  place  and  arranges  all  in  order  in 
the  mind.  "Line  upon  line"  is  the  Scriptural  method 
of  teaching, — it  must  be  the  method  of  to-day.  To 
make  a  memory  retentive,  review. 

2.  Reviews  are  at  least  a  partial  compensation  for 
past  failures.  The  pupil  may  have  been  absent  a  por- 
tion of  the  Sundays  or  he  may  have  neglected  to  study  a 
lesson  or  to  have  paid  good  attention  in  the  class.  Or 
the  fault  may  lie  with  the  teacher.  The  teacher  may 
have  been  careless  in  teaching  when  the  topic  was  taken 
up  in  the  class  or  very  likely  for  lack  of  time  did  not 
consider  the  topic  at  all.  Or  it  may  be  that  the  teacher 
is  not  altogether  satisfactory  and  fails  to  teach  correctly, 

82 


PUBLIC  HE  VIEWS.  83 

PART  I.  §4,  cir.  iv.] 

at  least  in  regard  to  certain  points.  All  these  defects  are 
likely  to  be  met  in  some  measure  by  a  general  review. 
The  review  will  take  up  the  lessons  in  their  right  propor- 
tion and  will  bring  out  the  salient  points  in  each.  The 
pupil  that  has  been  absent  or  neglectful  and  the  pupil 
that  has  been  unsatisfactorily  taught  will  alike  gain  infor- 
mation that  they  had  not  gained  before.  The  review 
looks  at  the  subjects  considered  from  a  different  stand- 
point and  so  greatly  widens  the  vision. 

3.  //  teaches  the  teachers.  Another  advantage  of  a 
review  is  that  it  teaches  the  teachers.  They  see  in  a  re- 
view what  they  had  fliiled  to  see  when  they  went  over  the 
lessons  originally.  The  review  brings  up  points  they  had 
neglected  and  treats  subjects  in  new  ways.  They  listen 
and  learn. 

These  advantages  of  a  public  review  are  reasons  enough 
why  reviews  should  be  often  public  and  in  charge  of  the 
superintendent.  He  must  study  to  give  these  reviews 
interest  and  practical  value.  Sometimes  it  may  be  well 
for  him  to  appoint  a  committee  to  take  charge  of  the  review 
for  that  quarter.  Variety  is  thus  secured  as  well  as  spe- 
cial effort  to  make  the  review  satisfactory. 

Requisites  of  a  Review.  What  are  some  of  the 
requisites  of  a  review  ? 

1.  Completeness.  The  review  should  not  be  partial, 
taking  up  only  a  portion  of  the  lessons.  It  should  be 
planned  so  as  to  cover  the  whole  ground  traversed  during 
the  quarter. 

2.  Conciseness  is  another  desirable  quality.  Com- 
pleteness does  not  mean  the  introduction  of  every  minute 
detail.  There  is  no  time  for  this,  and,  if  there  were,  to 
attempt  it  would  be  an  unreasonable  strain  on  the  mem- 
ory. It  is  necessary  tl;at  the  facts  brought  out  in  a  re- 
view be  well  chosen  and  be  briefly  stated. 


84        MANUAL  OF  SUNDAY-SCHOOL  BIETHODS. 

[part  I,  §  4,  CH.  iv. 

3.  Easily  remembered.  A  review  must  be  easy  to  be 
remembered.  The  points  brought  out  in  a  review  should 
be  so  clearly  stated  and  so  aptly  illustrated  that  they  will 
cling  to  the  memory.  Appeals  should  be  made,  if  possible, 
to  the  eye,  the  ear,  and  every  other  mnemonic  aid  avail- 
able. The  blackboard  should  be  often  used  and  maps  are 
of  great  value  at  such  times. 

4.  Interesting.  Reviews  must  be  interesting.  They 
must  hold  the  attention.  Too  often  they  are  considered 
by  the  pupils  as  tiresome  occasions  to  be  escaped  if  pos- 
sible. They  are  criticised  as  dull  and  profitless.  This 
objection  must  be  removed  or  else  reviews  are  simply  an 
injury  both  to  the  individual  pupil  and  to  the  school 
itself. 

5.  Marked  by  variety.  Reviews  to  be  interesting 
should  cultivate  variety.  The  method  of  conducting 
them  should  change  constantly.  It  is  better  for  no  two 
consecutive  reviews  to  be  alike.  It  is  possible  to  bring 
this  about  by  great  study  only,  and  one  great  reason  why 
reviews  are  dull  is  that  no  pains  are  taken  to  give  them 
freshness  and  vivacity. 

6.  Shared  by  all.  So  far  as  possible  every  class  and 
every  member  of  every  class  should  have  something 
special  to  do  in  a  review.  It  is  wonderful  how  interested 
people  become  in  that  for  the  success  of  which  they  are 
personally  responsible  or  to  which  they  have  to  contribute 
personal  effort.  One  who  reads  a  paper  at  a  revicAv  or 
who  conducts  a  part  of  it  always  enjoys  it.  To  make  the 
review  interesting,  awaken  the  emulation  of  the  classes 
and  place  responsibilities  on  each. 

Preparation  for  a  Review.  A  review  can  be  satis- 
factorily secured  only  by  careful  preparation.  There  must 
be  planning  for  it  and  working  for  it.  Some  lesson 
quarterlies  are  written  with  reference  to  the  quarterly  re- 


PUBLIC  REVIEWS.  85 

PART  I.  §  4,  CII.  iv.] 

view;— all  ought  to  be.     What  may  be  done  by  way  of 
making  ready  for  the  coming  review  ? 

^  I.     £ach  week  the  topic  of  the  lesso7i  should  he  pub- 
licly pointed  out  and  memorized.     The  topic  is  not  neces- 
sarily the  title  of  the  lesson  as  printed  in  the  quarterly; 
it  is  the  great  underlying  principle  that  is  discussed  in  the 
passage  of  Scripture  studied.     The  title  of  the  twenty- 
third  Psalm,  for  example,  might  be  given  as  The  Shep- 
herd Psalm,  but  the  topic  is  The  Lord  our  Shepherd. 
The  title  of  the  first  part  of  the  fifteenth  chapter  of  John 
would  be  The  Parable  of  the  Vine,   but  the  topic  is 
Christ  the  True  Vine  and  Christians  the  branches.     It 
is  important  to  get  into  the  mind  of  the  pupils  not  a 
mere  catchword  or  a  mnemonic  phrase  to  remind  them 
of  the  lesson,  but  rather,  if  it  can  be  properly  shaped,  a 
phrase  expressive  of  the  great  principle  considered  and 
enforced  in  the  lesson.     To  this  end  it  is  well  that  the 
golden  text  be  thoroughly  memorized  by  the  pupil  and 
that  it  be  distinctly  connected  with  the  lesson  to  which  it 
belongs. 

2.  Each  week  each  class  should  fix  upon  certain 
principal  points  to  be  remonbered  in  the  lesso?i,— or di- 
narily  not  less  than  three,— and  try  to  fix  them  in  the 
memory.  These  principal  facts  will  stand  out  in  the 
mind  and  serve  as  does  the  framework  of  a  ship  to  which 
all  the  planking  is  afterward  attached. 

Ways  to  Conduct  a  Review.  It  may  be  well  to 
suggest  a  number  of  ways  in  which  a  review  may  be  con- 
ducted. The  methods  given  are  only  examples,  for  it  is 
impossible  as  well  as  undesirable  to  give  an  exhaustive 
catalogue  of  methods.  Some  of  those  given  below  have 
been  suggested  by  J.  B.  Smith,  Vincent,  and  others. 

I.  Four  points  to  remeniber.  Let  the  superintendent 
announce  at  the  beginning  of  the  quarter  that  he  desires 


86        MANUAL  OF  SUNDAY-SCHOOL  3IETII0DS. 

[part  1.  §  4,  cii.  iv. 

the  school  to  remember  in  each  lesson  one  important 

character  and  why,  one  important  place  and  why,  one 

important  event,  and  one  important  truth,  and  on  review 

day  call  on  twelve  classes  in  turn  to  state  each  of  these 

things  regarding  one  lesson. 

2.  Sa>ne  with  more  classes  to  recite.  Vary  the  above 
by  calling  on  four  times  as  many  classes,  asking  the  first 
question  of  one,  the  second  of  another  and  so  on. 

3.  A  special  subject  to  each  class.  Assign  on  review 
day  a  special  subject  of  review  to  each  class, — persons  to 
one,  golden  texts  to  another,  great  truths  to  another, 
places  to  another,  etc.  Let  each  class  have  ten  minutes 
to  talk  over  the  matter  without  looking  in  the  Bible  or 
quarterly  and  then  have  them  recite  in  turn. 

4.  Same  with  more  classes  to  recite.  Vary  this  by 
giving  a  part  only  of  the  lessons  to  one  class  and  asking  a 
second  class  to  take  up  the  same  subject  in  succeeding 
lessons.  This  is  a  better  method  for  a  large  school,  since 
it  gives  something  to  each  class  to  do. 

5.  Brief  papers  read.  Let  several  teachers  read 
brief  papers  on  assigned  topics  connected  with  the  quar- 
ter's lessons.  Suppose  the  lessons  to  have  been  on  Paul's 
voyages  as  given  in  the  Book  of  Acts,  then  let  there  be 
four  papers,  one  on  Paul's  training  for  his  work,  one  on 
Paul's  character  as  an  apostle,  one  on  the  condition  of 
the  Roman  Empire  at  the  time,  and  one  on  the  early  ex- 
tension of  Christianity.  This  method  will  be  found  to 
furnish  an  intensely  interesting  exercise. 

6.  An  appeal  to  the  eye.  The  review  may  be  an  ap- 
peal to  the  eye.  The  classes  may  successively  build  a 
pyramid,  or  arrange  banners,  or  adjust  a  modest  scenic 
display  to  illustrate  the  lessons.  Of  course,  whatever  of 
this  sort  is  undertaken  must  be  under  careful  limitations 
to  avoid  anything  incongruous  or  expensive  or  sensational. 


PUBLIC  REVIEWS.  87 

PART  I.  §  4,  CH.  iv.] 

The  method  is  especially  appropriate  to  a  primary  de- 
partment. 

7.  Classes  to  question  the  school.  Each  class  may 
rise  ill  turn  and  through  its  teacher  put  to  the  school  a 
certain  number  of  questions  of  their  own  selection.  A 
committee  of  judges,  previously  appointed,  should  de- 
termine the  merit  of  the  respective  classes  both  in  respect 
to  their  questions  and  their  answers.  The  judges  at  the 
close  of  the  exercise  should  make  honorable  mention  of 
the  classes  that  have  excelled  and  possibly  give  out  ban- 
ners or  other  prizes  for  superior  excellence. 

8.  Three  questions  a  Sunday.  Each  class  after  the 
lesson  each  week  hands  the  superintendent  three  questions 
for  the  quarterly  review,  with  their  names  on  the  ques- 
tions, and  from  these  the  superintendent  selects  the  best, 
thus  making  up  a  list  of  questions  for  review  Sunday. 
At  the  review  he  puts  to  each  class  questions  which  it 
has  prepared  itself,  of  course  without  previous  knowledge 
on  its  part  that  he  intended  to  do  so.  Much  interest  will 
be  excited  in  seeing  whether  a  class  can  answer  its  own 
questions. 

9.  Title;  topic;  golden  text.  The  superintendent 
puts  on  the  blackboard  the  words  Title  ;  Topic  ;  Golden 
Text.  He  then  calls  on  a  class  to  rise,  and  on  his  men- 
tioning the  title  of  a  lesson,  the  class  gives  the  topic  and 
golden  text.  Thus  all  the  lessons  are  treated  in  turn.  If 
the  superintendent  names  any  one  of  these  three  points, 
the  class  gives  the  rest. 

10.  Events  in  order.  The  superintendent,  the  Sab- 
bath before  review,  gives  out  a  series  of  events  in  the 
historical  or  biographical  studies  of  the  quarter,  each 
written  on  a  card  and  passed  out  to  the  classes  at  ran- 
dom. On  review  Sunday  he  calls  for  these  events  in 
their  proper  order.     Much  interest  will  be  excited  among 


88        BIANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[PART  I,   §  4,  CH.  iv. 

the  classes  in  watching  to  see  that  they  respond  in  their 
proper  places.  The  life  of  Christ,  the  history  of  the 
early  church  as  given  in  the  Book  of  Acts,  the  history  of 
the  kings  of  Judah  and  Israel,  the  lives  of  Joseph,  Moses, 
Ruth,  Esther,  Peter,  Paul,  etc.,  or  the  narratives  of  Gen- 
esis and  Exodus  may  be  thus  treated. 

11.  Analysis  of  the  quarter's  lessons.  The  superin- 
tendent may,  by  wise  questioning,  bring  out  the  analysis 
of  the  quarter's  lessons  and  record  it  on  the  blackboard 
as  he  proceeds.  The  steady  growth  of  the  analysis  un- 
der his  hand  will  be  sure  to  excite  interest. 

12.  A  written  examination  at  least  once  a  year  is 
very  desirable.  The  papers  should  be  thoroughly  ex- 
amined and  marked  by  competent  teachers  and  the  result 
announced  to  each  pupil  privately.  Those  successfully 
passing  the  examinations  may  receive  a  certificate  and 
sometimes  it  may  be  wise  to  make  promotions  dependent 
on  them. 


CHAPTER  V. 

BENEVOLENCE    IN    THE   SUNDAY-SCHOOL. 

Giving  to  be  Taught  in  the  Sunday-school.  The 
spirit  of  giving  can  best  be  developed  in  youth.  If  it  is 
not  then  developed,  there  is  great  difficulty  in  after  years 
in  breaking  through  the  chains  of  habit  and  parting  with 
hard-earned  gains.  The  Sunday-school  can  teach  be- 
nevolence only  by  encouraging  its  practice,  and  it  must 
not  fail  to  develop  this  essential  side  of  Christian  char- 
acter. 

School  Expenses  met  by  the  Church.  But  in  or- 
der to  teach  benevolence  well,  the  school  must  not  be  de- 
pendent on  the  pennies  of  the  children  for  its  support. 
The  expenses  of  the  school  ought  never  to  be  met  in  this 
way,  if  the  school  be  connected  with  a  self-supporting 
church.  The  children's  little  gifts  should  all  be  appro- 
priated to  uses  which  will  build  up  their  own  Christian 
life.  The  church  itself  should  provide  for  the  expenses 
of  the  Sunday-school  as  an  institution  necessary  to  church 
efficiency,  in  the  same  way  that  it  provides  for  heating 
and  lighting  the  church.  But  this  is  not  always  possible. 
There  are  a  great  many  schools  on  an  independent  basis, 
having  no  church  to  mother  them  and  pay  their  bills. 
There  are  other  schools  connected  with  a  church  so  feeble 
that  pecuniary  aid  from  it  is  out  of  the  question. 

A  Part  for  Benevolence.  But  even  when  the  school 
is  obliged  to  take  care  of  itself,  it  should  devise  some 
way  to  spend  a  part  of  its  income  in  benevolence.  Let 
it  divide  its  collections  and  set  aside  at  least  a  small 

69 


90        MANUAL  OF  SUNDAY-SCHOOL  METnODS. 

[TART  I.   §  4,  CH.  V. 

amount  for  strictly  charitable  uses.  After  the  expenses 
of  the  school  are  met,  all  other  moneys  should  go  to  be- 
nevolence. Or  better  yet,  the  expenses  of  the  school 
might  be  assumed  by  the  adults  in  the  school,  with  the 
aid  of  outside  help,  and  the  children's  pennies  be  sa- 
credly devoted  to  missionary  purposes. 

The  Givers  Should  Dispose  of  the  Gifts.  It  is 
very  desirable  that  those  who  give  should  have  a  voice  in 
the  disposition  of  the  gifts.  Sometimes  this  matter  is 
left  to  the  superintendent  or  the  pastor,  and  very  prop- 
erly these  officers  should  have  a  large  influence  in  regard 
to  it,  but  a  better  way  is  to  place  the  contributions  in  the 
charge  of  a  committee,  either  the  executive  committee  of 
the  school  or  a  specially  appointed  committee  on  benevo- 
lences, which  shall  consider  the  best  method  of  disposing 
of  the  collections.  Such  recommendations  of  the  com- 
mittee should  be  brought  before  the  whole  school  for  a 
vote.  Everything  should  be  done  to  awaken  a  personal 
sense  of  responsibility,  and  to  make  the  service  intelli- 
gent and  joyous.  To  this  end  it  is  important  that  the  in- 
dividual members  of  the  school  decide  for  themselves  to 
what  causes  their  gifts  should  go. 

Objects  of  Benevolence.  It  is  a  matter  of  no  little 
importance  that  the  right  objects  of  benevolence  be 
chosen.  Much  of  course  depends  here  on  the  recom- 
mendations of  the  committee.  The  general  rule  in  de- 
ciding on  causes  for  benevolence  should  be  to  choose  ob- 
jects that  are  not  only  needy  and  deserving,  but  that 
shall  both  interest  and  instruct  the  children.  In  decid- 
ing on  this  matter  the  following  suggestions  are  in  place. 

I.  Educational  scholarships  for  children  in  home 
and  foreign  missionary  schools  are  fitted  to  awaken  inter- 
est. It  means  much  to  children  that  they  are  giving  to 
help  a  child  somewhere  else  whose  needs  they  know  and 
whose  name  they  know. 


BENEVOLENCE  IN  THE  SUNDAY-SCHOOL.        91 

PART  I.  §  4,  CH.  v.] 

2.  Physical  relief,  such  as  fresh  air  funds  and  flower 
missions,  children's  Thanksgiving  and  Christmas  dinners, 
food  and  clothing  for  the  destitute,  is  a  phase  of  giving 
easily  understood  and  appreciated  by  children.  It  is 
well  that  some  of  their  pennies  should  go  for  such  pur- 
poses. Still,  this  phase  of  benevolence  may  easily  be 
overdone.  Flowers  are  helpful,  but  do  not  compare  with 
the  gospel  as  a  humanizing  and  comforting  force.  Teach 
the  children  to  give  especially  to  make  Christ  known. 

3.  Denominational  causes,  of  course,  have  claim  on 
every  church  Sunday-school.  It  is  proper  and  desirable 
that  every  church  should  educate  its  children  to  be  inter- 
ested in  the  missionary  work  undertaken  and  carried  out 
by  its  own  denomination.  How  can  that  work  continue 
in  another  generation  unless  the  children  of  to-day  are 
shown  its  importance  and  made  willing  to  support  it  ? 

4.  Claims  of  our  common  Christianity.  It  is  equally 
true  that  the  children  must  be  enabled  to  recognize  the 
claims  of  our  common  Christianity.  They  should  not 
be  narrowed  in  their  vision  and  be  made  to  feel  that  no 
work  is  worth  supporting  which  does  not  run  in  the 
channel  of  the  denomination  to  which  their  parents  be- 
long. Let  them  see  that  Christ  belongs  to  all  Christians, 
and  that  much  of  his  work  for  the  world  can  only  be 
done  on  a  broad  basis  of  a  common  love  for  Christ. 
There  must  be  much  common  work.  The  age  is  de- 
manding it  more  and  more. 

5.  Development  of  existing  Su7iday- schools.  Every 
Sunday-school  will  be  glad  to  do  its  part  in  sustaining 
those  agencies  which  are  lifting  up  the  whole  Sunday- 
school  work  to  a  higher  efficiency.  The  State  Sunday- 
school  associations  and  the  various  Sunday-school  con- 
ventions and  institutes  that  are  held  with  the  purpose 
of  stimulating  Sunday-school  enthusiasm  and  of  securing 


92        3IANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[part  I.  §  4,  CH.  V. 

better  work  in  our  Sunday-schools  need  money  to  keep  in 
operation. 

6.  Sunday-school  missionary  work.  It  cannot  be 
questioned  that  nothing  is  more  appropriate  as  an  object 
for  missionary  giving  on  the  part  of  the  Sunday-school 
than  Sunday-school  missionary  work  in  starting  new 
Sunday-schools.  There  are  agencies  actively  engaged 
in  promoting  the  establishment  of  new  Sunday-schools 
in  needy  portions  of  our  country  and  throughout  the 
world.  In  this  country  alone,  about  half  the  children  of 
school  age  are  without  the  privileges  of  Sunday-school 
instruction.  Nothing  can  appeal  to  the  children  in  our 
Sunday-schools  more  vividly  than  this  alarming  and  sug- 
gestive fact.  Nothing  can  more  stimulate  their  giving, 
or  make  it  more  intelligent,  or  place  it  on  a  nobler  foun- 
dation than  to  urge  them  to  give  to  provide  for  other 
children,  more  needy  than  they,  the  same  gospel  privi- 
leges through  Sunday-school  methods  which  they  them- 
selves enjoy. 

Methods  of  Developing  Giving.  But  to  secure  in- 
telligence and  interest  in  giving  it  is  well  not  only  to  pre- 
sent to  the  school  objects  wisely  chosen,  but  to  follow 
certain  methods  in  doing  this. 

I.  The  gifts  of  the  school  should  he  specific.  The 
sums  given  should  go,  not  simply  to  well-accredited  ob- 
jects, but  to  accomplish  certain  definite  results.  Thus  a 
gift  may  be  made  to  keep  a  certain  child  at  school,  or  to 
establish  a  certain  Sunday-school,  or  to  give  a  library,  or 
to  pay  part  of  some  missionary's  salary.  In  such  a  case 
the  results  of  the  expenditure  can  be  seen,  and  reports 
may  come  back  from  the  missionary  or  other  beneficiary 
in  regard  to  the  expenditure  of  the  gift.  Such  definite 
uses  of  contributions,  and  such  reports  by  letter  from  the 
recipients  of  the  gift  are  exceedingly  helpful  in  promoting 


BENEVOLENCE  IN  THE  SUNDAY-SCHOOL.        93 

PART  I.  §  4,  CH.  v.] 

interest  in  giving.  Nearly  all  the  benevolent  societies 
aim  to  locate  gifts  after  this  specific  fashion  when  desired 
and  missionary  letters  are  gladly  sent  to  the  schools  in 
recognition  of  their  gifts. 

2.  Previous  knowledge  of  the  object  given  to.  It  is 
desirable  that  the  school  know  beforehand  to  what  it  is 
giving.  It  is  not  well  to  ask  the  school  to  give  week  by 
week  without  a  definite  object  in  view  and  leave  the  dis- 
tribution of  the  sum  to  the  superintendent  or  the  vote  of 
the  executive  committee.  To  do  this  is  sure  to  lessen 
the  flow  of  benevolence. 

3.  A  definite  object  for  each  month.  A  good  way  is 
to  fix  upon  an  object  for  benevolence  for  each  month  in 
the  year  or  at  least  for  certain  consecutive  Sabbaths,  then 
to  announce  to  the  school  at  the  beginning  of  each 
period  what  the  cause  of  benevolence  for  that  period  is 
to  be,  together  with  a  brief  statement  of  its  claims.  Fur- 
ther than  that  every  Sunday  throughout  the  period  there 
should  be,  either  by  the  statement  of  the  superintendent, 
or  by  a  printed  sign  suitably  displayed,  or  by  both 
methods,  an  announcement  of  the  object  to  which  con- 
tributions made  on  that  day  are  to  be  devoted. 

4.  An  occasional  address.  In  developing  the  spirit 
of  benevolence  in  the  school  an  occasional  address  from 
a  missionary  or  the  representative  of  a  benevolent  society 
is  a  great  help.  The  school  needs  to  be  educated  in 
Christian  benevolences  as  much  as  in  other  directions 
and  to  this  end  a  carefully  considered  address  of  ten  or 
fifteen  minutes  by  some  expert  on  some  phase  of  mission- 
ary work  is  occasionally  very  desirable.  It  is  especially 
fitting,  when  made  at  the  beginning  of  a  na^y  period  of 
giving  and  in  reference  to  the  object  which  is  to  be  re- 
member^ in  the  gifts. 

5.     Special   efforts   to   aivaken   missionary   interest. 


94        MANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[PART  I.  §  4,  CH.  V. 

Giving  is  developed  by  awakening  a  missionary  spirit, 
and  a  missionary  spirit  is  awakened  by  special  efforts.  It 
is  desirable  to  have  occasionally  a  missionary  day. 
Some  lesson  like  a  passage  describing  one  of  Paul's  mis- 
sionary journeys  should  be  seized  upon  and  utilized  to 
develop  the  missionary  spirit.  Christ's  great  command 
to  his  apostles  to  disciple  all  nations,  or  the  seventy-sec- 
ond Psalm  are,  equally  suitable  for  the  purpose.  Then 
the  children  in  the  school  should  occasionally  be  sup- 
plied with  missionary  papers.  Most  of  the  woman's 
boards  issue  monthly  an  admirable  little  publication  for 
the  purpose  of  presenting  missionary  information  to  the 
children.  Most  of  the  Sunday-school  missionary  organi- 
zations publish  papers  designed  to  give  information  re- 
garding their  work  in  organizing  Sunday-schools,  while 
all  issue  from  time  to  time  interesting  leaflets  which  can 
easily  be  obtained  for  distribution.  But  it  is  not  enough 
to  give  out  such  literature ;  a  mission  band  among  the 
children  should  be  organized  either  under  the  auspices  of 
the  Sunday-school  or  the  church.  These  methods  will 
prove  helpful  in  developing  an  interest  in  missions  in  the 
school. 

Giving  in  Church  Channels.  Some  schools  have 
adopted  a  method  of  giving  which  is  designed  to  link  the 
Sunday-school  yet  closer  to  the  church  and  educate  the 
children  in  regard  to  the  causes  to  which  they  give.  A 
certain  time,  generally  a  month,  is  set  apart  for  gifts  to 
be  made  for  one  of  the  church  causes,  another  period  for 
a  second,  and  so  on.  Even  the  pastor's  salary  and  in- 
cidental church  expenses  are  included  in  this  list  of  ob- 
jects for  giving  endorsed  by  the  church.  The  first  Sun- 
day when  the  period  of  giving  to  any  specific  object  be- 
gins, each  teacher  carefully  explains  the  cause  to  his 
class,  describing  the  nature  of  the  work  carried  on  by  the 


BENEVOLENCE  IN  THE  SUNDAY-SCHOOL.        95 

PART  I.  §  4,  CH.  v.] 

benevolent  society  to  which  the  gifts  are  to  be  made. 
The  gifts  are  all  paid  over  to  the  church  treasurer,  and 
by  him  included  in  the  benevolences  of  the  church. 
Thus  the  school  comes  to  understand  the  benevolent 
plans  of  the  church,  and  recognizes  itself  as  a  part  of  the 
church  and  engaged  in  its  work. 


CHAPTER  VI. 

SUNDAY-SCHOOL  ENTERTAINMENTS. 

Why  Needed.  Sunday-school  entertainments  seem  to 
be  occasionally  necessary.  Young  people  need  recrea- 
tion, and  those  associated  in  the  Sunday-school  should 
have  opportunities  of  social  pleasure  in  one  another's 
company.  Such  entertainments,  in  furnishing  a  proper 
outlet  for  youthful  spirits,  tend  to  secure  good  order  in 
the  school  itself,  while  it  is  only  reasonable  and  humane, 
especially  in  large  city  schools,  where  many  children 
have  no  pleasures  at  home,  that  Sunday-school  officers 
and  teachers  should  furnish  recreation  to  those  whom 
they  are  seeking  to  benefit.  Such  entertainments,  by 
calling  out  the  self-denying  efforts  of  the  teachers  in  be- 
half of  their  pupils,  often  serve  to  bind  teacher  and  pupil 
together  as  could  almost  nothing  else.  Besides  all  this 
an  entertainment  now  and  then  undoubtedly  tends  to 
advertise  the  school  in  a  legitimate  way  and  to  draw 
many  in  who  otherwise  would  know  nothing  of  it  or  care 
nothing  for  it.  It  also  is  likely  to  hold  certain  pupils  in 
the  school  who  otherwise  would  be  restless  and  discon- 
tented. 

Danger  in  School  Entertainments.  It  must  be 
remembered,  however,  that  in  connection  with  school 
entertainments  there  is  an  element  of  danger.  The 
danger  is  that  entertainments  will  become  the  chief  end 
of  the  school.  There  are  schools  which  are  maintained 
by  a  rapid  succession  of  picnics  and  excursions  in  sum- 
mer and  of  exhibitions  and  gatherings  for  games  in  the 
96 


SUNDAY-SCHOOL  ENTERTAINMENTS.  97 

PART  I.   §  4,  CH,  vi.] 

winter.  A  certain  superintendent  of  large  means  spent 
several  thousand  dollars  yearly  in  such  devices,  simply  to 
amuse  the  children.  It  hardly  needs  to  be  said  that  while 
this  lasted  his  school  was  crowded  to  overflowing.  At 
the  same  time  every  one  was  necessarily  demoralized,  the 
aim  of  the  school  was  low,  the  minds  of  both  teacher  and 
scholar  were  drawn  away  from  the  need  of  the  soul  and 
the  thought  of  Christ,  and  the  school  became  a  mere 
social  club. 

Certain  Cautions,  then,  are  greatly  needed  in  regard 
to  Sunday-school  entertainments. 

1.  Such  entertainments  must  not  interfere  with  the 
spiritual  life  of  the  school  nor  detract  from  the  spiritual 
impressions  of  the  lessons.  They  should  not  be  boister- 
ous nor  coarse  nor  ill-timed.  A  Sunday-school  enter- 
tainment is  liable  to  get  beyond  control.  The  children, 
warmed  up  with  their  sports,  grow  noisy,  rude  and 
destructive.  Sometimes  an  entertainment  drifts  into 
grossness,  and  is  anything  but  elevating  and  helpful. 
Dialogues  are  introduced  or  acting  is  permitted,  entirely 
out  of  keeping  with  the  dignity  and  purity  of  a  religious 
school. 

2.  Avoid  univise  amusements.  Sometimes  the  young 
people  indulge  in  amusements  which  if  proper  any- 
where should  only  be  permitted  under  the  restraints 
of  a  home  and  should  be  avoided  in  Sunday-school 
gatherings  for  this  reason,  if  for  no  other,  that  they  are  a 
grief  to  many  sober-minded  people  and  so  are  a  violation 
of  Christian  courtesy.  Whatever  any  considerable  por- 
tion of  the  church  considers  wrong  ought  never  to  be 
allowed  at  Sunday-school  entertainments,  no  matter  how 
innocent  others  may  think  them.  Church  obligations 
forbid  such  discourtesy. 

3.  Avoid  inopportune  entertainments.  The  most 
frequent  evil  in   connection  with  Sunday-school  enter- 


98        3IANUAL  OF  SUNDAY-SCHOOL  3IETIT0DS. 

[PART  I,   §  4,  CH.  vi. 

tainments  is  that  they  are  liable  to  come  at  inopportune 
times,  diverting  the  attention  of  the  young  from  religious 
themes  and  sometimes  breaking  up  religious  impressions. 
Such  an  entertainment,  just  before  or  just  after  a  series 
of  revival  meetings,  may  be  disastrous  to  the  most  im- 
portant work  of  the  church.  There  is  a  peculiar  incon- 
gruity in  the  elaborate  entertainments  sometimes  prepared 
at  Christmas.  If  at  any  time  serious  impressions  may  be 
expected  in  the  school  it  is  at  the  end  of  the  year. 
Christmas  is  naturally  a  hallowed  season,  turning  the 
thought  to  Christ  as  the  Saviour  of  the  v/orld.  It  is 
closely  followed  by  the  last  day  of  the  year  and  the  first 
day  of  the  new  year  on  which  succeeds  the  week  of 
prayer.  The  associations,  suggestions  and  influences  of 
these  marked  times  tend  to  make  us  number  our  days 
and  apply  our  hearts  unto  wisdom.  What  could  be  more 
inopportune  than  for  the  Sunday-school  to  get  up  some 
entertainment  of  wild  revelry,  occupying  weeks  in  prep- 
aration, culminating  in  sport  out  of  touch  with  the  ftict 
that  a  Christ-child  has  entered  the  world  to  draw  child- 
hood to  a  holy  life,  and  leaving  its  sweeping  waves  along 
the  shore  long  after  it  is  past  ?  Let  the  school  have  a 
pleasant  Christmas  by  all  means,  but  let  it  be  a  Christmas 
in  which  Christ  is  the  chief  thought. 

4.  Not  to  he  for  children  only.  Another  thing  needs 
to  be  guarded  against  in  Sunday-school  entertainments, 
and  that  is,  not  to  make  them  distinctively  for  the  chil- 
dren. We  need  to  guard  ourselves  continually  against 
the  impression  that  the  Sunday-school  is  for  the  young 
alone.  Undoubtedly  the  young  are  specially  prominent 
in  the  school  as  they  always  have  been  and  always  will 
be.  At  the  same  time,  the  Sunday-school  is  designed  for 
young  and  old  alike  and  in  every  feature  should  insist  on 
that  fact.     There  is   a  strong  tendency  in  this  modern 


SUNDAY-SCHOOL   ENTERTAINMENTS.  99 

PART  I.  §  4,  CH.  vi.] 

day  to  separate  the  old  and  the  young  in  the  church  and 
to  regard  them  as  having  distinct,  if  not  antagonistic, 
interests.  Nothing  could  be  more  fatal  to  the  church  in 
all  its  departments  than  to  have  this  idea  prevail.  That 
is  an  unfortunate  and  unhappy  church  in  which  the  old 
and  young  must  have  their  separate  sociables  and  gather- 
ings, finding  themselves  unable  to  associate,  happily  and 
sympathetically  on  a  common  social  basis.  Let  the 
young  come  together  for  pleasure,  but  let  it  be  in  the 
company  of  their  elders. 

Different  Forms  of  Entertainment.  It  is  a  matter 
requiring  no  little  study  to  determine  what  forms  of  enter- 
tainment are  desirable  for  a  Sunday-school.  It  is  gen- 
erally wise  to  place  such  an  entertainment  in  the  care  of  a 
well-chosen  committee. 

1.  A  picnic  is  generally  agreed  upon  as  suitable  in  the 
summer.  An  outing  in  the  woods  or  by  the  seashore  is 
almost  sure  to  be  delightful  and  helpful,  but  it  needs  to 
be  arranged  with  great  care. 

On  such  occasions  let  it  not  be  forgotten  that  the 
Sunday-school  is  a  religious  organization  and  that  religion 
should  be  recognized  in  the  management  of  the  picnic. 
Sometimes  in  the  excitement  of  the  hour  and  the  heat  of 
pleasure-seeking  opportunities  for  a  good  impression  are 
needlessly  lost.  Not  much  time  should  be  taken  up  in 
speech-making,  but  a  prayer  and  just  a  word  from  super- 
intendent or  pastor  are  surely  in  place.  At  a  certain 
Sunday-school  picnic  there  were  present  the  missionary 
who  had  organized  the  Sunday-schools  represented  and  a 
visitor  from  two  thousand  miles  away,  prominent  in 
Sunday-school  work,  yet  neither  of  them  had  the  slightest 
recognition  beyond  friendly  treatment.  This  was  not 
courteous  to  them  nor  for  the  best  good  of  the  schools. 

2.  Christmas  festival.     In  most  Sunday-schools  some 


100      3IANUAL  OF  SUNDAY-SCHOOL  3IETIWDS. 

[PART  I.   §  4,  CH.  vi. 

sort  of  a  good  time  is  generally  provided  for  the  children 
about  Christmas.  Perhaps  there  is  a  Santa  Claus  and 
the  giving  of  presents.  Perhaps  there  are  tableaux. 
Whatever  the  entertainment,  it  must  not  take  up  too  much 
time  or  thought  or  money.  It  must  not  interfere  with 
church  work  nor  the  spiritual  impressions  of  the  season. 
It  was  quite  possible  and  very  desirable  that  the  good  time 
be  combined  with  genuine  Christian  influences.  We  recall 
with  great  pleasure  one  such  Christmas  observance  which 
the  whole  school  attended  and  where  presents  were  given 
to  all.  There  was  no  Santa  Claus,  for  this  was  considered 
out  of  keeping  with  the  precious  associations  of  the  day. 
There  were,  however,  a  few  choice  tableaux  representing 
Christmas  scenes  and  calculated  to  touch  the  heart ;  there 
were  Christmas  carols  sweetly  sung  by  children,  there 
were  a  few  remarks  from  the  pastor,  the  presents  were 
given  out  by  the  superintendent  with  kind  and  helpful 
words,  there  was  a  closing  prayer,  and  all  went  home 
deeply  moved  and  in  no  wise  unfitted  to  take  part  the 
next  day  in  the  revival  meetings  then  in  progress. 

3.  Sunday -scJioo I  sociables  are  a  marked  feature  in 
modern  Sunday-school  entertainments.  It  is  well  to  have 
them  from  time  to  time,  since  they  tend  to  bind  the 
school  together  and  to  make  its  work  easier.  On  such 
occasions  the  caution  already  given  not  to  separate  the 
children  from  the  older  people  is  especially  in  place. 
The  Sunday-school  is  made  up  of  adults  as  well  as  of 
children,  of  teachers  as  well  as  their  classes,  and  it  is 
especially  incumbent  on  the  adults  of  the  school  to  be 
present  for  the  sake  of  the  rest.  Their  presence  will  pre- 
vent rudeness  and  noise.  On  such  occasions  it  is  well  to 
allow  suitable  games,  and  a  committee  previously  chosen 
should  make  careful  arrangements  for  the  children's 
pleasure.  The  stiffness  of  the  company  may  be  re- 
moved and  the  animal  life  of  the  children  find  vent  by 


SUNDAY-SCHOOL  ENTERTAINMENTS.  101 

PART  1.  §  4,  CH,  vi,] 

various  games  of  motion  and  perhaps  a  promenade  to  the 
music  of  the  piano. 

A  capital  variation  of  these  sociables  is  occasionally  to 
arrange  one  especially  for  the  parents.  Let  it  be  under- 
stood that  the  children  invite  their  parents  and  do  all 
they  can  to  entertain  them.  Let  the  children  speak 
pieces  and  give  dialogues  and  furnish  music,  vocal  and 
instrumental.  The  parents  will  be  delighted  and  the 
children  themselves  will  find  special  pleasure  in  what 
they  do. 

4.  Educational  entertainments  are  more  and  more  in 
vogue  in  our  schools.  Many  of  our  large  schools  now 
own  a  stereopticon  and  find  it  valuable  in  many  ways. 
It  is  specially  helpful  for  mission  schools  in  our  cities. 
With  a  stereopticon,  delightful  entertainments  can  be 
given  in  almost  unlimited  variety.  There  may  be  lec- 
tures on  the  life  of  Christ,  on  the  lands  of  the  Bible,  on 
missions,  on  travel,  on  various  industries,  on  art.  Some- 
times a  lecture  on  chemistry  can  be  given  with  profit. 
Sometimes  there  may  be  elocutionary  readings.  In  all 
cases  music  can  be  introduced  to  good  advantage.  It  is  pe- 
culiarly helpful  in  a  mission  school  to  have  these  outside 
agencies  to  attract,  instruct  and  elevate  the  people  who 
otherwise  would  not  be  brought  under  the  influence  of 
the  school. 


CHAPTER  VII. 

TEMPERANCE    IN    THE    SUNDAY-SCHOOL. 

Temperance  to  be  Taught.  The  Sunday-school  is 
under  special  obligation  to  teach  temperance.  The 
reasons  for  this  are  plain. 

I.  //  must  teach  all  Scriptural  truth.  It  aims  to 
teach, — in  outline  at  least, — the  whole  round  of  doctrines 
and  duties  set  forth  in  the  Bible.  It  must  not  omit  any 
that  are  prominent  and  important.  Temperance  is  a 
duty  plainly  taught  in  God's  word.  It  is  set  forth  in 
broad  terms  applicable  not  only  to  the  use  of  intoxicants 
but  to  other  things  of  less  danger.  It  is  taught  in  Paul's 
statement  regarding  the  eating  of  meat  and  the  drinking 
of  wine,  when  there  is  danger  that  such  practices  may 
lead  a  brother  into  sin.  It  is  taught  in  the  principle  that 
the  body  is  the  temple  of  the  Holy  Spirit  to  be  kept  clean 
and  holy  for  his  indwelling.  It  is  taught  in  the  great 
fundamental  principle  that  temperance  is  self-control, 
assigning  every  desire,  appetite  or  passion  to  its  proper 
place.  The  Bible  teaches  temperance  still  more  strik- 
ingly and  according  to  its  own  peculiar  method,  by  ad- 
ducing instances  in  large  number,  each  one  of  which 
suggests  by  a  graphic  picture  of  events,  the  advantage 
of  abstinence  or  the  evil  of  indulgence.  Such  instances, 
for  example,  are  these :  Noah's  disgrace  and  his  son's 
misconduct  resulting  from  his  use  of  wine  ;  the  cruel  in- 
justice to  Queen  Vashti  at  Ahasuerus'  feast ;  the  pros- 
perity of  the  Rechabites  ;  the  strength  of  Samson,  a  total 
abstainer ;  the  health  and  mental  vigor  of  Daniel  and 
his  three  friends  on  a  thoroughly  temperate  diet;  Bel- 
shazzar's  drunken  revelry  and  how  a  kingdom  was  lost 
by  it ;   God's  abhorrence  of  the  intemperate  priests  of 

102 


TEMPERANCE  IN  THE  SUNDAY-SCHOOL.       103 
PART  I.  §  4,  cii.  vii.] 

Hosea's  day.     It  is  impossible  to  teach  the  Bible  faith- 
fully and  not  bring  out  the  evil  of  intemperance. 

2.  T/ie  Sunday-school  must  warn  against  great  evils. 
It  would  be  false  to  its  trust  as  a  teacher  of  righteousness, 
and  as  responsible  largely  for  the  moral  training  of  youth, 
if  it  did  not  bring  out  prominently  the  evil  of  intemper- 
ance. Surely  in  this  modern  day  no  evil  is  more  promi- 
nent than  the  use  of  intoxicants.  Christianity  has  struck 
down,  one  after  another,  a  great  variety  of  evils, — the 
vendetta,  trial  by  torture,  duelling,  cruelty  to  man  and 
beast,  injustice  to  woman,  polygamy,  slavery  and  the 
like.  Intemperance  yet  survives  and  is  to-day  chargeable 
with  innumerable  evils.  It  attacks  our  homes,  destroys 
the  happiness  of  wives  and  mothers,  drugs  and  debauches 
our  boys,  destroys  the  purity  of  our  girls,  and  threatens 
the  prosperity  of  the  nation.  It  is  feirly  chargeable  with 
one-fourth  of  the  insanity,  three-fourths  of  the  crime  and 
three-fourths  of  the  pauperism  to  be  found  in  the  land. 
It  causes  enormous  expenses  for  courts,  jails  and  police. 
It  drags  thousands  on  thousands  yearly  into  a  drunkard's 
hell.  Such  a  monster  evil  surely  should  be  noticed  in 
the  Sunday-school,  and  the  young  be  faithfully  warned 
against  it. 

3.  The  Sunday-school  must  advance  moral  safe- 
guards against  intemperance.  The  chief  defence  against 
this  evil  is  not  legal,  but  moral.  He  only  is  thoroughly 
defended  against  the  use  of  intoxicants  who  clearly  sees 
their  harm,  recognizes  that  to  yield  to  the  temptation  is 
to  debase  his  manhood  and  to  displease  God,  and  is 
controlled  by  an  earnest  purpose  to  do  right..  The 
Sunday-school  is  specially  charged  with  a  responsibility 
for  furnishing  just  such  defences  against  evil.  No  other 
organization  or  influence,  unless  it  be  parental,  is  so  well 
fitted  to  teach  the  young  their  duty  in  regard  to  intoxi- 


104      3IANUAL   OF  SUNDAY-SCHOOL  3IETirODS. 

[I'ART  I.  §  4,  CH.  vii. 

cants  and  to  build  up  around  them  a  wall  of  moral  con- 
victions high  enough  and  strong  enough  to  keep  off  the 
attacks  of  the  marauder  Strong  Drink. 

4.  T/ie  Sunday-school  must  defend  the  young  by  pre- 
vention. Here  is  the  great  hope  of  the  young  and  the 
chief  possibility  of  temperance  reform.  Intemperance 
will  die  of  inanition,  unless  it  is  continually  fed  by  new 
victims  from  among  the  young.  Anything  that  can  pre- 
vent the  young  from  joining  the  ranks  of  the  devotees 
of  drink  and  so  stop  the  supply,  will  in  the  course  of  a 
generation  or  two,  bring  the  evil  to  an  end.  Unques- 
tionably prevention  is  not  only  a  sure  method  of  ending 
the  evil,  it  is  also  a  far  easier  method  than  reform.  We 
want  to  reform  the  drunkard  when  we  can,  but  by  all 
means  must  we  prevent  the  young  from  becoming  drunk- 
ards. Here  is  a  great  work  for  the  Sunday-school.  The 
Sunday-school  can  so  surround  the  young  with  good  in- 
fluences that  even  the  children  of  drunkards  shall  grow 
up  hostile  to  the  use  of  intoxicants.  It  can  develop  such 
deep  convictions  on  the  subject  that  those  in  the  school 
shall  never  learn  the  taste  of  intoxicants  and  form  no 
appetite  for  them. 

5.  The  Sunday-school  must  establish  temperance  as  a 
fundamental  principle  in  life.  Temperance  in  its  broad- 
est and  truest  sense  is  self-control.  It  has  relation  not 
simply  to  the  use  of  intoxicants,  but  to  innumerable 
gratifications.  We  must  learn  temperance  in  eating,  in 
pleasure-seeking,  in  dress,  in  exercise,  in  many  other  di- 
rections. The  word  has  a  wide  application,  finding  only 
one  exemplification  out  of  many, — but  that  one  specially 
important, — in  regard  to  the  use  of  strong  drink.  Tem- 
perance is  a  fitting  self-control  in  regard  to  every  desire, 
appetite  and  passion.  When  applied  to  the  use  of  in- 
toxicants, it  means  total  abstinence,  simply  because  total 


TEMPERANCE  IN  THE  SUNDAY-SCHOOL.       105 

PART  I.  §  4,  CH.  vii.] 

abstinence  is  the  only  fitting  self-control  in  the  case.  To 
exercise  temperance  at  this  point  is  to  gain  strength  to 
exercise  it  at  other  points  wherever  necessary.  There  is, 
then,  a  special  fitness  in  laying  emphasis  on  abstinence 
from  intoxicants  because  in  learning  to  obey  the  law  of 
temperance  at  this  its  severest  test,  it  is  easy  to  obey  the 
law  in  the  manifold  instances  of  ordinary  self-denial  re- 
quired in  the  everyday  life.  The  Sunday-school,  then, 
in  teaching  temperance  in  regard  to  intoxicants,  is  laying 
foundations  for  all  the  virtues,  it  is  teaching  the  great 
law  of  self-control  for  the  whole  life,  it  is  enabling  us  to 
crucify  self  and  exalt  Christ.  There  is  abundant  reason, 
therefore,  why  the  Sunday-school  should  lay  great  stress 
on  the  subject  of  temperance. 

How  May  Temperance  be  Taught  in  the  Sunday- 
school  ? 

I.  By  temperance  lessons.  The  practice  has  sprung 
up  of  devoting  one  lesson  each  quarter  to  this  subject,  in- 
troducing into  the  scheme  of  lessons  for  study  a  Scripture 
passage,  even  though  it  has  nothing  to  do  with  the  book 
of  the  Bible  under  consideration  at  the  time.  There  are 
reasons  for  this  practice.  Only  thus  is  adequate  treat- 
ment of  the  theme  made  reasonably  certain.  The  subject 
is  hackneyed  and  does  not  introduce  us  to  agreeable 
thoughts,  so  that  we  are  apt  to  avoid  the  subject  unless 
forced  to  it  by  some  special  method.  It  has  been  found 
that  set  times  are  necessary  to  bring  to  our  attention 
themes  otherwise  liable  to  neglect.  God  has  set  apart 
one  day  in  seven  to  make  us  turn  from  earthly  cares  and 
pleasures  and  think  of  our  duty  to  him.  It  may  be  neces- 
sary for  similar  reasons  to  force  our  Sunday-schools  by  a 
regularly  recurrent  day  to  think  of  a  great  duty  under- 
lying all  others, — that  of  self-control. 

But  if  such  quarterly  lessons  are  not  necessary,  as  some 


106      3IANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[PART  I.  §  4,  CH.  vii. 

strenuously  insist,   a  peculiar  responsibility  rests  on  the 

International  Lesson  Cominittee  or  any  others  who  select 

the  passages  for  use  in  our  Sunday-schools.     We  should 

at  least  have  selected  and  brought  into  our  course  of  study 

from  time  to  time  passages  bearing  so  distinctly  on  the 

great  fundamental  theme,  that  no  teacher  should  fail  to 

deduce  the  topic  from  his  lesson  or  to  teach  it  to  his 

class. 

2.  By  a  tempera7ice  society.  A  temperance  society  of 
some  sort  is  often  organized  in  the  Sunday-school  among 
the  children  and  has  proved  very  helpful.  This  is  com- 
monly an  organization  with  officers,  membership,  consti- 
tution and  by-laws  and  quarterly  meetings.  The  society 
is  sometimes  made  broad  enough  to  include  members  of 
the  congregation  as  well  as  the  school.  Its  aim  is  to 
promote  a  temperance  sentiment,  to  keep  the  subject  be- 
fore the  people,  and  to  strengthen  the  purpose  of  all  to 
abstain  from  the  use  of  intoxicants.  It  has  a  different 
mission  from  the  Reform  Club  as  organized  among  re- 
formed men.  Its  work  is  one  of  prevention.  In  order  to 
do  effective  and  abiding  work,  its  basis  should  be  that  of 
strict  total  abstinence. 

3.  By  a  temperance  pledge.  In  such  a  society  the  chief 
instrumentality  is  the  pledge  and  the  great  work  of  the 
society  is  to  obtain  signatures  to  the  pledge.  It  is  not 
necessary,  however,  to  have  a  temperance  society  in 
order  to  circulate  the  pledge.  Every  Sunday-school 
should  have  a  book  containing  a  suitable  pledge  and  at 
certain  times  an  earnest  effort  should  be  made  to  secure 
as  many  signatures  to  the  pledge  as  possible. 

There  are  those  who  make  serious  objection  to  a  pledge,  but  no 
objection  can  be  brought  against  a  temperance  pledge  which  does 
lie  with  equal  force  against  every  other  kind  of  pledge, — every  busi- 
ness contract,  every  marriage,  the  act  of  joining  the  church  and  the 


TE3IPERANCE  IN  THE  SUNDAY  SCHOOL.       107 
PART  I.  §  4,  CH.  vii.] 

pledge  taken  in  the  Christian  Endeavor  Society.  I'ledges  in 
themselves  are  not  wrong  nor  harmful ;  but  there  should  be  care 
that  what  is  pledged  is  that  which  one  is  glad  to  stand  to  through 
life.  A  temperance  pledge,  however,  should  be  drawn  with  un- 
usual care.  It  should  be  exceedingly  simple ;  it  should  confine  it- 
self to  one  thing, — abstinence  from  intoxicating  drinks;  it  should 
attempt  no  definition.  The  language  of  the  following  pledge  in- 
cludes everything  that  is  necessary :  "  By  the  help  of  God  I 
hereby  promise  to  abstain  from  the  use  of  all  intoxicants  as  a 
beverage." 

The  only  cautions  needed  in  regard  to  presenting  this  pledge  to 
children  for  their  signatures  is  to  be  sure  that  they  understand  what 
they  are  doing,  that  they  take  the  step  from  a  conviction  of  duty 
and  not  in  a  servile  imitation  of  others,  and  that  in  taking  the  step 
they  will  not  be  met  by  the  disapproval  and  possible  opposition  of 
their  parents.  In  circulating  the  pledge  as  a  temperance  agency, 
wisdom  and  tact  are  needed  as  in  all  other  methods  of  doing  good. 

5.  By  tejJiperance  meetings.  A  temperance  society  in 
a  Sunday-school  will  be  sure  to  hold  occasional  meetings 
to  promote  temperance  views ;  but  even  if  there  is  no 
temperance  organization  in  the  Sunday-school  to  assume 
the  charge  of  such  meetings,  there  should  be  such  a  tem- 
perance spirit  in  the  school  that  it  should  be  easy  from 
time  to  time  to  hold  a  rousing  temperance  rally,  on  which 
occasion  there  should  be  good  speaking,  temperance 
songs,  perhaps  some  appropriate  declamations  from  the 
children  and  the  signing  of  the  pledge. 

6.  Above  all,  by  a  te7nperance  sentiment.  This  is  the 
best  possible  influence  for  temperance.  Other  things  are 
superficial,  this  is  fundamental.  It  is  most  desirable  that 
the  superintendent  and  teachers  be  consistent  in  their  life 
on  this  point.  Not  only  should  they  be  absolutely  free 
from  taint  as  to  the  use  of  intoxicants,  they  should  have 
right  and  positive  views  on  the  subject  and  be  ready  at 
all  proper  times  to  point  a  moral  in  this  direction.  They 
should  discover  the  temperance  suggestions  which  lie  like 


108      MANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[PART  I.   §  4,  CH.  viu 

veins  of  gold  in  the  narratives  of  the  Bible  and  be  sure  to 
draw  the  lessons  God  intended.  The  school  itself,  also, 
should  have  a  high  moral  conviction  on  this  subject  and 
so  lift  up  to  a  higher  plane  every  one  who  is  tempted  or  un- 
settled in  regard  to  the  drink  habit.  This  moral  sentiment 
pervading  the  school  is  dependent  on  the  attitude  of  the 
church,  the  utterances  of  the  pastor  and  on  the  choice 
made  of  superintendent  and  teachers. 


CHAPTER  VIII. 

SPECIAL    DAYS    IN    THE    SUNDAY-SCHOOL. 

It  was  formerly  a  universal  custom  to  hold  a  "  Sunday- 
school  Concert,"  so  called,  one  Sunday  evening  every 
month.  Of  late  this  practice  has  fallen  somewhat  into 
disfavor,  partly  because  other  uses  are  found  for  Sunday 
evenings,  partly  because  Sunday-school  attendance  is  not 
so  easily  secured  as  formerly,  partly  because  it  is  now  felt 
to  be  unwise  to  bring  children  out  to  evening  service 
when  they  should  be  asleep,  and  especially  because  there 
has  grown  up  a  custom  of  observing  a  variety  of  set  days 
which  have  superseded  these  monthly  meetings. 

What  are  Some  of  These  Special  Days  ?  Some  of 
them  are  movable  feasts ;  some  fall  on  definite  dates. 
Among  them  may  be  mentioned, 

1.  Anniversary  Day.  This  is  an  occasion  when  the 
work  of  the  year  is  summed  up,  when  the  superintendent, 
secretary,  treasurer  and  librarian  all  put  in  their  reports, 
when  the  history  of  the  school  and  its  controlling  princi- 
ples are  dwelt  upon. 

2 .  Conimencemefit  or  Promotion  Day.  It  might  be  well 
to  have  a  special  day  regularly  observed  as  the  beginning  of 
a  new  year.  At  this  time  there  should  be  the  promotion 
of  classes,  the  installation  of  teachers,  the  announcement 
of  new  plans  and  methods.  Such  a  day  would  naturally 
fall  shortly  after  the  annual  election.  The  exercises  sug- 
gested for  this  day  are  often  assigned  to  Anniversary 
Day.  The  only  objection  to  this  is  that  there  is  little 
room  for  such  exercises  then,  and  they  are  sufficiently 

109 


110      3TANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[PART  I.  §  4,  CH.  viii. 

important  to  deserve  separate  consideration.  On  this  day- 
there  should  be  a  readjustment  of  classes,  and  pupils 
should  be  advanced  to  different  grades  throughout  the 
school, 

3.  Rally  Day.  Such  a  day  is  often  observed  in  city 
schools  in  the  fall,  immediately  after  the  summer  vaca- 
tion. The  superintendent  then  sends  out  through  the 
mails  an  invitation  to  teacher  and  pupil  to  be  present. 
Special  exercises  are  held,  and  special  efforts  are  made  to 
bring  the  whole  school  together  in  order  to  start  off  in 
good  shape  for  the  fall  and  winter  work.  Such  a  day 
might  well  be  held  in  country  schools  in  the  spring,  when 
the  school  is  reorganized  and  starts  up  again  after  its  hi- 
bernation during  the  months  of  snow  and  cold. 

4.  A  Sunday-school  Day.  This  day  is  designed  to 
impress  the  church  with  the  importance  of  the  Sunday- 
school.  A  sermon  on  the  subject  is  preached  by  the  pas- 
tor. The  matter  is  discussed  in  the  prayer-meeting. 
The  duty  of  the  Sunday-school  to  the  church  is  consid- 
ered in  the  Sunday-school  itself.  This  day  differs  ma- 
terially in  its  aim  and  management  from  Rally  Day.  It 
is  a  day  in  which  the  church  itself  prays  for  the  school, 
and  in  which  the  pastor  strives  to  awaken  in  the  church 
a  new  interest  in  the  school.  At  the  same  time,  when  it 
is  not  thought  best  to  give  a  special  day  to  this  purpose, 
some  of  its  features  can  be  profitably  combined  with 
those  of  Rally  Day. 

5.  Parents'  Day.  A  day  is  set  apart  in  some  schools 
for  the  benefit  of  the  parents.  All  the  parents  are  in- 
vited, and  there  are  special  exercises  fitted  to  interest  the 
parents  and  show  them  what  their  children  have  accom- 
plished. 

6.  Home  Department  Day.  Every  school  which 
maintains  a  home  department  does  well  to  set  apart  one 


SPECIAL   DAYS  IN  THE  SUNDAY-SCHOOL.      Ill 
PART  I.  §  4,  CH.  viii.] 

day  in  ev^ery  year  for  the  benefit  of  the  lioiiie  department. 
On  tliat  day,  all  connected  with  the  home  department  are 
invited  and  expected  to  be  present,  and  special  exercises 
are  arranged  for  their  benefit. 

7.  Easter.  This  is  one  of  the  days  when  the  date 
is  fixed.  It  has  come  to  be  observed  in  schools  of  all 
denominations  by  services  appropriate,  and  there  is  spe- 
cial reason  why  this  should  be. 

8.  May  Anniversary.  In  Brooklyn,  Jersey  City  and 
other  cities  it  is  the  practice  on  some  fine  day  in  May 
for  all  the  Sunday-school  children  in  the  city  to  come  to- 
gether by  schools  and  under  marshals,  and  after  appro- 
priate exercises  in  some  of  the  churches, — music,  prayer 
and  an  address, — to  march  through  the  city  with  banners 
flying  and  bands  playing.  The  children  greatly  enjoy  it, 
and  the  impression  on  the  community  at  large  is  most 
helpful.  In  New  Haven,  Connecticut,  latterly  such  a 
May  anniversary  has  been  held  on  Memorial  Day,  and  a 
patriotic  address  is  made  by  a  gentleman  in  pul)lic  life 
to  the  children  gathered  on  the  Green.  The  meeting  has 
proved  a  great  success. 

9.  Children' s  Day  or  Rose  Sunday.  The  observ- 
ance of  this  day  has  only  recently  been  suggested,  but  it 
has  met  with  great  favor,  and  is  now  quite  universal. 
The  day  is  arranged  to  fall  on  the  second  Sunday  in 
June,  since  this  is  a  favorable  time  to  secure  a  suitable 
floral  decoration.  Ordinarily  the  morning  service  is  given 
up  to  the  children,  the  church  is  filled  with  flowers,  the 
pastor  preaches  a  children's  sermon,  children  sing  and 
recite  Scripture,  there  are  various  children's  exercises,  an 
offering  is  made  by  the  children  in  behalf  of  some  phase 
of  missionary  work,  generally  that  of  establishing  Sun- 
day-schools in  needy  districts,  one  from  each  class  often 
coming  on  the  platform  and  presenting  the  class  offering 


112      3IANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[PART  I.  §  4,  CH.  viii. 

with  an  appropriate  verse  of  Scripture,  while  at  the  close 
of  the  service  the  children  often  file  by  the  platform  and 
each  receives  a  small  potted  plant  as  a  gift.  Some  of 
the  Sunday-school  societies  obtain  at  least  a  third  of  their 
annual  income  from  the  offerings  on  Children's  Day. 
This  shows  how  much  may  be  done  by  the  children,  if 
only  they  all  work  heartily  together. 

10.  Harvest  Day  or  Thanksgiving.  Nothing  is 
more  delightful  or  appropriate  near  Thanksgiving  time 
than  for  a  harvest  service  to  be  observed  in  the  school. 
On  this  occasion,  the  schoolroom  is  decorated  with  the 
fruits  and  vegetables  of  the  season, — corn  stalks,  wheat, 
straw,  pumpkins  and  the  like ;  there  is  an  abundance  of 
harvest  music,  and  the  address  treats  of  themes  appro- 
priate. 

11.  Christmas.  This  is  a  day  which  should  not  be 
passed  without  some  religious  recognition  of  the  birth  of 
Christ.  It  would  be  easy  on  the  Sabbath  nearest  Decem- 
ber 25th  to  have  a  service  which  should  be  a  spiritual 
uplift  through  the  year. 

The  public  exercises  on  all  these  special  days  will  nec- 
essarily vary,  but  in  general  there  should  be  special  exer- 
cises for  the  children,  such  as  declamations,  dialogues, 
recitations  and  songs.  At  the  same  time  two  things  are 
to  be  carefully  avoided.  One  is  the  exhibition  of  pert 
and  overdressed  children ;  the  other,  scenic  display  or 
cheap  theatricals.  The  service  should  invariably  be  dig- 
nified and  uplifting. 


CHAPTER  IX. 

TIME   FOR   HOLDING   THE   SUNDAY-SCHOOL. 

The  Best  Tlme  for  Sunday-school.  The  question 
is  often  raised  as  to  the  best  time  for  holding  the  Sunday- 
school.  The  question  cannot  be  answered  offhand.  It 
depends  upon  the  condition  and  needs  of  each  individ- 
ual school  and  church.  In  the  case  of  an  independent 
or  branch  school,  the  time  when  surrounding  churches 
hold  their  services  must  be  considered  and  the  time  of 
the  school  arranged  so  as  not  to  interfere  with  these. 
When  a  school  is  connected  with  a  church,  the  question 
is  not  what  is  best  for  the  school  alone,  nor  what  is  best 
for  the  church  alone,  but  what  is  best  for  both,  all  things 
considered. 

I.  Some  Sunday-schools  are  held  in  the  afternoon,  a 
service  of  public  worship  in  the  church  being  held  both 
morning  and  evening.  The  result  of  holding  the  Sun- 
day-school at  this  time  is  quite  likely  to  be  unfavorable 
to  the  evening  service.  Both  teachers  and  pupils  feel  too 
weary  to  be  induced  to  come  out  in  the  evening.  It  is 
thought  that  the  slight  attendance  at  the  Sunday  evening 
services  is  in  part  due  to  this  cause.  At  the  same  time 
the  Sunday-school  has  a  sweep  and  power,  if  given  the 
afternoon,  that  it  could  not  ha\e  otherwise,  and  perhaps 
its  great  importance  warrants  its  continuance  at  this  hour 
if  it  does  not  interfere  with  the  evening  service.  Cer- 
tainly some  of  our  largest  and  strongest  schools  are  held 
in  the  afternoon,  while  in  the  churches  wilh  which  such 
Sunday-schools  are  connected  the  evening  attendance  is 
remarkably  large. 

113 


114      MANUAL   OF  SUNDAY-SCHOOL  BIETnODS. 

[parti,  §  4,  CH,  ix. 

2.  Another  time  for  holding  the  school  is  directly 
after  the  morning  service.  This  has  come  to  be  the  prev- 
alent hour  in  New  England.  It  has  its  advantages  and 
its  disadvantages.  It  saves  time  on  the  Sabbath  by  not 
requiring  so  much  passing  back  and  forth  from  the  house 
to  the  church.  Those  who  would  naturally  be  teachers 
in  the  school  are  likely  to  be  at  church  in  the  morning 
and  so  can  be  more  easily  secured  as  helpers  in  the 
school.  It  is  also  thought  to  promote  both  church  at- 
tendance and  school  attendance  since  parents  can  bring 
their  children  to  church  and  then  let  them  pass  directly 
into  the  school.  Undoubtedly  this  is  true  in  country 
schools  where  people  drive  or  walk  a  long  distance  to 
reach  the  church.  In  all  cases  also  the  school  at  the 
noon  hour  promotes  the  attendance  of  adults,  for  they  are 
much  more  likely  to  drop  into  a  convenient  class  after 
the  morning  service  than  to  come  out  for  the  purpose  to 
a  special  service  of  the  school.  On  the  other  hand  the 
fact  that  many  children  come  to  the  Sunday-school  ses- 
sion who  are  not  at  the  morning  service  goes  to  show 
that  not  only  are  children  often  unwilling  to  attend  the 
morning  service  and  are  not  required  to,  but  that  parents 
sometimes  feel  that  it  is  too  much  for  their  children  to 
remain  so  long  in  confinement  as  is  necessary  in  order  to 
be  at  the  morning  service  and  then  at  the  Sunday-school 
immediately.  Little  children  should  not  be  required  to 
keep  still  through  so  long  a  period. 

3.  The  early  mor7iing.  Perhaps  the  best  time  theo- 
retically, but  the  most  difficult  practically,  is  the  early 
morning  hour,  just  preceding  the  hour  of  morning  wor- 
ship. At  this  time  those  who  come  to  school  are  at  their 
freshest  and  can  give  thought  and  attention  to  study. 
They  are  not  wearied,  as  children  often  are  after  attend- 
ing a  morning  service,  and  consequently  the  close  and 


TIME  FOR   HOLDING   THE  SUNDAY-SCHOOL.    115 
PART  I.  §  4,  ClI.  ix.] 

careful  work  of  studying  the  Bible  is  at  its  best.  At  the 
same  time  they  are  not  incapacitated  for  the  morning 
worship,  because  as  this  is  worship  and  not  study,  it 
does  not  require  concentrated  thought,  and  its  demands 
are  more  easily  met.  Further  than  this,  at  noon,  when 
public  worship  closes,  people  can  go  home  and  take  their 
dinner  at  a  reasonable  tinie,  families  have  opportunity  to 
see  something  of  one  another,  as  is  so  greatly  needed  in 
these  busy  days,  and  when  the  evening  hour  comes  they 
are  fresh  and  ready  for  the  second  service  of  public  wor- 
ship. This  is  ideal,  but  the  practical  difficulty  is  that 
people  in  our  cities  will  not  rise  so  early  on  Sunday 
morning,  nor  trouble  themselves  to  get  their  children  ready, 
and  consequently  it  is  not  easy  to  build  up  a  good  Sun- 
day-school before  the  morning  service  of  worship. 

On  the  whole  the  hour  that  combines  the  most  advan- 
tages with  the  least  difficulties  is  generally  found  to  be 
the  noon  hour,  directly  after  the  morning  service.  All, 
however,  depends  upon  peculiar  conditions. 

4.  27ie  whole  school  need  not  meet  at  the  same  hour. 
It  is  not  necessarily  the  case  that  the  whole  school  must 
meet  at  the  same  hour.  On  the  contrary,  different  hours 
may  be  required  for  different  classes.  A  suburban  school 
near  Boston,  Massachusetts,  holds  its  regular  service  at 
noon,  but  there  is  also  a  large  class  connected  with  the 
school  made  up  of  girls  at  domestic  service.  These  are 
busied  at  noon  and  could  not  possibly  come  to  Sunday- 
school  at  that  hour.  Consequently  they  meet  in  the 
afternoon  at  four  o'clock.  Another  Sunday-school  else- 
where furnishes  a  still  more  striking  illustration.  The 
session  of  the  regular  school  is  held  at  two  o'clock  in  the 
afternoon.  At  this  time  a  thousand  or  more  are  in  at- 
tendance, filling  up  the  spacious  vestries  and  the  adjacent 
chapel  and  overflowing  into  the  church  auditorium.  It 
would  be  difficult  to  accommodate  other  classes.  But 
there  are  other  classes,  which  meet  at  other  hours.     Im- 


116      MANUAL  OF  SUNDAY-SCHOOL  3IErnODS. 

[fart  I.  §  4,  CH.  ix. 

mediately  after  the  morning  service  there  is  an  adult 
Bible  class  for  married  people,  a  class  of  young  men  and 
a  class  of  young  women.  The  members  of  these  classes 
are  all  of  them  unable  to  attend  in  the  afternoon.  But 
this  is  not  all.  At  the  close  of  the  afternoon  Sunday- 
school  an  advanced  class  in  the  Greek  Testament  holds 
its  sessions,  and,  when  that  is  over,  under  the  same 
teacher  a  class  for  beginners  in  the  same  study,  while 
during  the  session  of  these  classes  a  large  Bible  class  of 
working  men,  numbering  over  two  hundred,  is  busy  in 
another  part  of  the  building. 


Section  5.     The    School  as  Classified. 


CHAPTER  I. 

NECESSARY    DIVISIONS. 

There  is  need  of  careful  system  in  the  Sunday-school. 
Such  a  need  exists  to  a  certain  extent  everywhere.  One 
great  secret  of  success  in  any  department  of  life  is  to 
have  a  place  for  everything  and  everything  in  its  place. 
This  secret  has  its  application  to  the  Sunday-school. 
That  school  is  most  likely  to  be  a  success  which  is  well 
arranged  and  thoroughly  classified.  The  amount  of 
classification  necessary,  however,  as  well  as  possible,  de- 
pends in  large  measure  on  the  size  of  the  school. 

Division  into  Classes.  First  of  all  there  must  be  a 
division  of  the  school  into  classes.  These  will  be  ar- 
ranged on  the  basis  of  sex,  age,  scholarship,  social  rela- 
tions, aims  in  study,  etc.  The  controlling  aim  in  arrang- 
ing classes  is  to  bring  those  together  for  study,  who  will 
work  together  most  happily  and  successfully.  Those 
should  be  put  together  in  a  class  who  are  of  a  kind  and 
who  propose  to  study  the  same  things  and  can  study 
them  in  the  same  way.  The  nearer  alike  are  the  mem- 
bers of  a  class,  the  more  easily  can  the  class  be  controlled 
and  taught.  A  frequent  trouble  in  small  schools  is  in  the 
lack  of  careful  classification.  It  is  impossible  to  secure 
this  as  is  desirable,  just  as  it  is  in  a  small  district  day 
school,  sim]jly  because  there  are  not  enough  pupils  of  any 
given  age  or  grade  of  scholarship  to  form  a  single  class. 

117 


118      3IANUAL  OF  SUNDAY-SCHOOL  3IETII0DS. 

[PART  1.    §  5,  CH,  i. 

In  larger  schools  often,  for  other  reasons,  a  lack  of  careful 
classification  exists.  Its  importance  may  not  have  been 
recognized  in  earlier  years  and  the  present  disorder  is  an 
inheritance  of  the  past,  not  easy  to  remedy.  What 
should  guide  us  in  determining  classification  ? 

1.  Scholarship.  It  is  desirable  in  arranging  classes 
that  those  of  a  similar  degree  of  intelligence  and  educa- 
tion be  in  the  same  class.  This  ordinarily  will  bring  to- 
gether those  of  the  same  age.  Children  in  the  same 
classes  in  the  day  school  will  more  readily  combine  in 
the  same  classes  in  the  Sunday-school.  But  the  test  of 
scholarship  cannot  be  strictly  enforced.  It  must  be 
modified  somewhat  by  the  consideration  of  age.  It  will 
not  do  to  place  a  young  man  who  is  ignorant  and  slow  of 
thought  in  a  class  much  younger  than  he,  that  he  may 
find  his  intellectual  level.  He  will  be  mortified  and  in- 
dignant. To  give  him  self-respect,  and  to  maintain  his 
interest  in  the  school,  he  must  be  placed  in  a  class  of 
those  near  his  own  age.  The  test  of  scholarship  is  the 
ideal  test,  to  be  followed  as  far  as  possible,  but  a  Sunday- 
school  must  be  a  place  of  concessions  and  the  grading  of 
the  classes  cannot  be  as  rigid  nor  thorough  as  in  our  day 
schools. 

2.  Social  Co7idition.  We  would  do  nothing  to  imply 
that  those  in  one  grade  of  society  should  receive  more 
consideration  than  those  in  another  grade.  In  the  Sun- 
day-school we  are  in  the  presence  of  God,  and  God  is  no 
respecter  of  persons.  We  may  not  make  distinctions  on 
the  ground  of  wealth  nor  station.  And  yet  in  arranging 
classes  to  do  the  best  work,  we  cannot  force  people 
together  who  have  little  in  common,  whose  manners, 
whose  morals,  whose  tastes  are  totally  different.  Those 
who  are  widely  apart  in  these  matters  need  a  different 
style  of  teaching.     If  they  came  into  the  same  class,  each 


NECESSARY  DIVISIONS.  119 

PART  I.   §  5,  CH.  i.] 

would  feel  restrained  in  the  presence  of  the  other.  It  is 
really  essential,  therefore,  to  sort  out  the  classes  to  some 
extent  on  the  basis  of  social  position.  We  know  a  class 
of  some  thirty  work-girls  in  a  certain  Sunday-school  in  a 
great  city.  \Vlien  the  class  was  formed  they  were  all 
from  the  same  social  station,  out  of  the  same  slovenly 
and  unwholesome  homes.  They  were  ignorant,  untidy 
and  careless.  They  required  peculiar  treatment,  and 
from  a  painful  sense  of  their  own  inferiority,  would  have 
dropped  out  of  a  class  of  refined  and  educated  young 
ladies.  But  brought  together  in  one  great  class  they 
were  interested  in  one  another  and  felt  at  home ;  a  suit- 
able teacher  of  rare  gifts  was  found  for  them  who  at  once 
took  them  to  her  heart,  and  with  great  tact  and  skill 
lovingly  helped  them,  guided  them,  mothered  them,  and 
finally  lifted  them  up  one  after  another  into  a  noble. 
Christian  womanhood. 

Departments  in  the  School.  After  a  proper  ar- 
rangement of  the  individual  pupils  into  classes  comes  the 
further  classification  of  the  classes  into  departments. 
Classes  of  a  similar  age,  or  condition,  or  aim  will 
naturally  fall  together,  and  are  set  off  by  themselves  as  a 
department. 

I.  T/ie  ordinary  number  of  departments.  In  small 
schools  there  will  be  no  departments  ;  in  others  the  num- 
ber of  departments  will  depend  upon  the  size  and  diversity 
in  the  school.  Most  schools  are  organized  with  three 
departments, — primary  and  senior  departments  and  a 
Bible  class.  The  primary  class  includes  children  up  to 
ten  or  twelve  years  of  age,  the  Senior,  the  main  body  of 
the  school,  and  the  Bible  class  the  older  men  and  women. 
But  often  there  are  many  more. departments  than  this; — 
there  will  be  the  kindergarten,  composed  of  the  little 
children  who  cannot  read,  the  Primary  department  proper, 
composed  of  the  rest  of  the  little  children  under  ten  years 
of  age,  the  Intermediate  department,  comprising  children 


120      3IANUAL  OF  SUNDAY-SCHOOL  3IETffODS, 

[PART  I.  §  5,  CH.  i. 

from  ten  to  sixteen,  sometimes  divided  into  Intermediate 
and  Junior  departments,  the  Senior  department,  embrac- 
ing all  who  are  over  sixteen  but  not  in  the  Bible  class, 
the  Bible  class,  the  Normal  class,  the  Home  department, 
and,  then,  if  there  be  need  of  them,  the  Chinese  depart- 
ment, the  Armenian  department  and  so  on. 

2.  Departments  m  a  very  large  school.  Let  us  take  a  practical 
case.  There  is  a  Sunday-school  in  Boston  numbering  about  1,700 
members  in  the  aggregate.  This  great  school  has  eleven  depart- 
ments, all  grown  out  of  its  practical  needs.     They  are  these  : 

1.  A  Kindergarten ;  age  from  3  to    5  years. 

2.  Junior  Primary ;  "     "      6  to    8      " 

3.  Senior  Primary ;  "     "      9  to  1 1      " 

4.  Junior  Intermediate ;  •*     *'     12  to  14      " 

5.  Senior  Intermediate;  "     "     15  to  17      " 

6.  Young  People's  Department;        '•     "     18  on. 

7.  Adult  Department ;  Bible  Classes. 

8.  Workingmen's  Class. 

9.  Classes  in  Greek  Testament. 
K>.     Normal  Department. 

II.     Home  Department. 
In  this  school  tliere  are  twenty-nine  general  officers,  including  a 
salaried  superintendent,  four  assistants   and  a  superintendent  for 
each  department. 

Promotion.  Every  thoroughly  classified  school  like 
this  must  have  some  systematic  method  of  promotion 
from  one  department  to  another.  It  is  also  customary  in 
promoting  a  pupil  to  give  him  a  certificate  of  promo- 
tion, neatly  printed  and  signed  by  various  officers  of  the 
school. 


CHAPTER  II. 

THE    PRIMARY   DEPARTMENT. 

One  Class  or  Many  ?  The  great  question  in  regard 
to  the  primary  department  is,  Shall  it  be  conducted  as  one 
large  class  with  one  teacher  or  be  divided  into  several 
classes  with  a  teacher  for  each  ?  As  is  generally  true  in 
such  cases,  the  answer  to  this  question  varies  with  circum- 
stances. How  the  department  should  be  managed  de- 
pends upon  its  condition.  It  is  important,  if  the  number 
of  children  in  the  school  make  it  possible,  to  set  off  the 
little  children  who  cannot  read  into  a  sub-primary  depart- 
ment and  conduct  it  as  a  kindergarten.  Such  a  kinder- 
garten is  not  to  be  divided  into  classes  but  to  be  taught 
as  a  whole.  The  primary  department,  however,  if  it  con- 
sist of  a  considerable  number  of  children,  should  be 
divided  into  classes  with  a  teacher  to  each,  while  before 
and  after  these  class  exercises  the  superintendent  in  charge 
gives  instruction  for  the  children  present. 

There  are  reasons  for  such  a  division  of  the  children 
into  departments  and  for  different  methods  in  each. 

Reasons  for  a  Kindergarten.  A  sub-primary 
department  is  a  necessity  in  a  large  school  and  desirable 
wherever  there  are  enough  children  who  cannot  read  to 
be  gathered  into  it.  Such  children  cannot  be  taught  by 
the  ordinary  methods  of  the  school,  and  if  it  is  attempted, 
the  children  simply  will  not  be  sent  to  school  by  their 
parents.  They  must  be  taught  on  a  different  plan,  and 
should  be  together  for  the  purpose.  And  it  has  come  to 
be  understood  that  kindergarten  methods  are  best  suited 

121 


V22      3IANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[part  I.  §  5,  CH.  ii. 
for  the  instruction  of  infant  minds.  There  is  really  great 
gain  to  the  Sunday-school  cause  in  the  introduction  of 
the  kindergarten  because  this  makes  it  possible  and 
certain  that  a  younger  class  of  children  will  come  into 
the  Sunday-school  than  have  hitherto,  and  hence  that 
younger  children  than  heretofore  will  be  reached  by  the 
Sunday-school  and  receive  religious  instruction. 

Why  Teach  the  Very  Little  Ones  all  Together  ? 

1.  J^ew  are  sufficiently  familiar  with  kindergarten 
principles  to  teach  properly  on  that  basis.  And  if 
kindergarten  methods  are  not  used,  few  are  sufficiently 
apt  in  teaching  very  little  children  to  undertake  it.  The 
school  that  is  fortunate  enough  to  have  a  trained  kinder- 
gartner  or  a  genius  in  training  little  children  should  utilize 
those  gifts  to  the  full  and  place  the  little  ones,  whether 
they  number  ten  or  fifty,  under  her  sole  charge. 

2.  Motion  is  an  essential  feature  in  teaching  little 
ones.  They  are  restless  and  full  of  animal  vivacity. 
They  must  be  moved  about  as  soon  as  tired  to  relieve  the 
strain  on  their  nerves  and  to  regain  their  attention.  This 
makes  it  desirable  that  they  be  under  the  care  of  one 
person  who  can  handle  all  together.  The  need  of  fre- 
quent motion  renders  separate  class  instruction  unde- 
sirable, if  not  impracticable. 

3.  The  teachi7ig  of  the  very  youngest  must  he  largely 
by  object  lessons.  The  constant  use  of  pictures,  tables, 
blocks  and  the  like  and  other  similar  methods  of  instruc- 
tion are  far  easier  when  all  are  under  one  teacher,  indeed 
are  hardly  practicable  otherwise. 

Why  the  Class  System  for  the  Primary  Depart- 
ment ? 

I.  Because  this  method  secures  a  personal  contact 
and  social  influence  that  would  otherwise  be  impossible. 
The  teacher  has  from  six  to  ten  of  the  children  and  of 


nil  MARY  DEPARTMENT.  123 

PART  I.   §  5,  CH.  ii.] 

course  knows  them  all  and  is  known  by  them  and  thus 
impresses  her  own  personality  on  them.  The  instruction 
of  the  young,  particularly,  depends  largely  upon  example. 
A  teacher  who  is  a  personal  friend  and  who  has  an  attractive 
personality,  teaches  quite  as  much  by  her  social  influence 
as  by  her  words.  It  is  well  to  have  such  teachers  in 
positions  where  they  can  make  the  most  of  this  influ- 
ence. 

2.  These  pupils  are  now  at  the  point  where  individual 
care  becomes  desirable.  The  teacher  who  has  a  small 
class  is  able  to  call  upon  her  pupils,  notes  at  once  any 
absences  and  knows  who  are  sick  or  in  trouble.  She  calls 
at  their  homes;  she  talks  with  them  individually;  she 
comes  to  know  their  individual  peculiarities  and  needs ; 
she  adapts  her  instruction  to  these  needs. 

3.  Good  order  and  attendance  are  more  easily  secured. 
When  the  teacher  has  each  pupil  under  her  eye  and  im- 
mediately before  her,  there  is  less  likelihood  of  distrac- 
tion. The  lesson  becomes  more  a  personal  matter  and  is 
more  likely  to  be  heard  and  heeded.  There  is  less  tempta- 
tion to  whisper  or  play.  The  youngest  children  are  awed 
by  the  novelty  of  the  surroundings  and  full  of  curiosity.  But 
the  older  child,  having  had  two  or  three  years  of  experi- 
ence in  the  school,  has  lost  these  restraints,  while  it  has 
become  more  self-willed  and  playful,  and  consequently  is 
less  likely  to  observe  order.  The  class  system,  therefore, 
becomes  a  necessity  when  it  was  not  earlier. 

How  Shall  Attendance  be  Secured  ?  It  is  very 
desirable  that  the  primary  department  be  kept  always 
full.  This  is  the  feeder  for  the  whole  school.  If  this 
does  not  thrive,  the  rest  of  the  school  cannot.  Various 
methods  are  pursued  with  great  success. 

I .  CJiildren  are  encouraged  to  bring  their  mates,  and 
simple  reivards  are  given  for  success  in  this  direction. 


124      3IANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[PART  I.   §  5,  CH.  ii. 

2.  Sometimes  a  school  employs  a  S:i.nday- school  vis- 
itor who  by  calling  from  house  to  house  induces  peo- 
ple to  send  their  children  to  the  Sunday-school.  Occa- 
sionally a  primary  department  has  such  a  visitor  of  its 
own.  Fortunate  is  the  school  that  can  find  some  self- 
denying  woman  who  will  undertake  this  work  gratuitously 
for  the  primary  department.  Such  never  fails  to  bring  in 
rich  returns. 

The  cradle  roll  is  a  device  which  works  well.  In 
some  schools  the  parents  are  invited  to  send  to  the 
primary  department  the  name  of  their  babe  together  with 
the  date  of  its  birth.  This  name  is  duly  recorded  in  a 
*'  cradle  roll  "  and  then  the  babe  is  regarded  as  a  mem- 
ber of  the  school  and  its  reception  is  announced  to  the 
school.  A  roll  card  or  certificate  of  membership  is  then 
sent  to  the  babe  and  subsequently  birthday  cards  follow. 
All  this  reminds  the  parents  of  their  obligation  to  send  the 
child  to  school,  and  by  and  by  is  likely  to  awaken  in  the 
child  itself  a  desire  to  attend. 

4.  The  recognition  of  birthdays  in  our  Sunday- 
schools,  especially  in  the  primary  department,  is  coming 
to  be  more  and  more  common  and  is  sure  to  awaken  in- 
terest. Superintendents  and  teachers  ascertain  the  birth- 
day of  each  member  of  the  department  and,  as  the  birth- 
day comes  around,  it  is  suitably  remembered.  Letters  to 
the  children  are  written  and,  when  written,  are  sure  to  be 
greatly  prized,  or  gifts  of  various  sorts  are  presented,  or 
a  call  is  made.  In  such  ways  the  child  comes  to  recog- 
nize the  Sunday-school  as  a  friend,  interested  in  his  little 
affairs  and  glad  to  make  him  happy.  The  child  who 
comes  to  feel  this  is  the  more  closely  bound  to  the 
school. 

The  Completeness  of  the  Primary  Department. 
The  primary  department  is  so  distinct  in  its  methods,  its 


PRIMARY  DEPARTMENT  I05 

PART  I.  §  5,  CH.  ii.] 

membership  and  its  officers,  that  pains  should  be  gi\-en  to 
give  it  a  completeness  of  its  own. 

1.  //  musf  have  its  own  super hitendefit  a7id  corps  of 
teachers.  It  should  be  managed  to  a  certain  degree  in- 
dependently of  the  main  school.  Its  methods  must  be 
different;  its  time  of  meeting  must  occasionally  be  differ- 
ent. A  superintendent  to  plan  its  work,  to  centralize  its 
efforts  and  to  study  its  best  success,  is  essential. 

2.  //  must  have  independent  music,  ordinarily  a  music 
book  of  its  own,^  and  usually  music  quite  distinct  from 
that  of  the  older  pupils.  It  is  well,  however,  for  it  to 
have  regularly  some  of  the  simpler  but  commonly  used 
hymns  of  the  church. 

3.  //  must  have  its  own  peculiar  methods  of  teaching. 
Primary  work  must  necessarily  be  very  different  from  that 
designed  for  older  pupils.  While  kindergarten  methods 
are  outgrown  for  the  primary  pupils,  on  the  other  hand 
such  pupils  are  not  yet  fitted  for  the  ordinary  class  work 
of  the  senior  department.  Lessons  must  not  be  unduly 
protracted  ;  there  must  often  be  a  change  in  the  services ; 
there  must  be  frequent  singing  and  public  exercises  to  re- 
heve  the  strain  of  continued  attention;  there  must  be 
general  exercises  conducted  by  the  primary  superintend- 
ent. 

What  Does  the  Primary  Department  Need  for 
ITS  Largest  Success  ? 

I.  First  of  all,  a  suitable  room.  This  should  be 
separate  from  the  room  occupied  by  the  main  body  of 
the  school.  The  special  exercises  connected  with  the  de- 
partment make  this  very  important.  And  yet  many  a 
country  Sunday-school  cannot  furnish  this  advantage  to 
its  primary  department.  In  such  a  case  the  department 
'  Like  the  Hymnal  for  Primary  Classes,  published  l)y  the  Amer- 
ican Sunday-School  Union. 


12G       MANUAL   OF  SUNDAY-SCHOOL  3IET1I0DS. 

[part  I.  §  5,  CH.  ii. 
must  do  the  best  it  can.  It  should  find  as  retired  a  loca- 
tion as  possible,  perhaps  in  the  gallery,  perhaps  in  the 
rear  of  the  church.  It  may  help  the  situation  somewhat 
by  putting  up  screens  or  curtains.  These  will  at  least 
serve  to  prevent  the  little  folks  from  the  distraction  of 
outside  affairs. 

2.  A  luell-furnished  r 00771.  But  not  only  should  a 
primary  department  have  a  room  of  its  own ;  it  should 
have  a  room  well  furnished.  There  should  be  in  it  little 
chairs  suited  to  the  need  of  the  children,  a  blackboard, 
maps  and  a  piano.  Of  course  other  things  may  be  made 
of  great  service.  A  cabinet  of  Biblical  curiosities  is  of 
value.  A  book  of  illustrations  of  Biblical  scenes  is  a 
great  help.  Charts  and  pictures  to  hang  on  the  wall  are 
desirable.  Most  of  these  things  can  be  secured  at  a 
small  price.  But  in  a  little  country  school  many  of  these 
things  are  impracticable.  If  a  piano  cannot  be  had,  a 
small  cabinet  organ  can  sometimes  be  secured.  If  chairs 
are  out  of  the  question  it  is  easy  to  slip  a  long  stool  or 
block  along  the  pews  where  the  children  sit,  so  that  they 
shall  have  a  place  on  which  to  rest  their  feet.  A  black- 
board can  easily  be  procured,  and  any  person  of  ordinary 
skill  can  draw  maps  and  even  outline  pictures  on  large 
sheets  of  stout  Manila  paper  which  will  then  serve  fairly 
well  in  place  of  more  expensive  material. 


CHAPTER  III. 

now  TO  HOLD  THE  OLDER  BOYS  AND  YOUNG  MEN. 

Schools  Weak  at  This  Point.  The  one  point  where 
the  Sunday-school  is  most  apt  to  fail  in  doing  its  work  is 
in  regard  to  the  older  boys  and  young  men.  Many  a 
school  is  large  and  prosperous,  but  the  classes  of  older 
boys  are  few  and  small.  No  reform  in  Sunday-school 
management  is  more  needed  than  in  this  direction. 

How  Shall  Young  Men  be  Held? 

I.  Secure  for  them  a  first-class  teacher,  the  very 
best  available.  The  success  of  a  Sunday-school  class  in 
any  case  depends  chiefly  on  the  teacher.  His  person- 
ality must  impress  itself  on  his  pupils  and  become  a 
dominating  influence.  He  must  awaken  their  interest, 
skilfully  bind  the  class  together,  developing  a  comrade- 
ship among  the  members  and  so  conduct  the  lessons  that 
the  pupils  shall  not  be  willing  to  be  absent.  To  succeed 
with  a  class  of  young  men,  a  strong  and  attractive  teacher 
is  a  necessity.  It  is  not  necessary  that  he  be  a  college- 
educated  man.  We  have  in  mind  a  large  class  of  young 
men  taught  by  a  stirring  business  man.  He  was  untsu- 
ally  intelligent  and  had  a  forceful  character,  but  lacked 
education.  His  superior  manhood  made  up  for  this  de- 
ficiency and  gave  him  influence  with  his  class.  Young 
men  are  quick  to  recognize  and  respect  a  strong  person- 
ality. To  be  a  successful  teacher  of  young  men  one 
must  understand  them,  must  be  in  sympathy  with  them, 
must  love  them,  must  show  his  interest  and  love  by  his 
fiiithfulness  as  a  teacher  and  must  command  their  respect 

127 


128      MANUAL  OF  SUNDAY-SCHOOL  METnODS. 

[PART  I.  §  5,  CH.  iii. 

by  his  thorough  acquaintance  with  the  lesson.  A  suc- 
cessful teacher  of  young  men  must  enter  into  their  life 
and  prove  himself  their  friend. 

2.  SIio7CJ  the  young  me?i  7'espect.  Consult  their  wish 
as  far  as  possible.  Their  preference  in  regard  to  a  teacher 
should  be  considered.  It  is  not  always  safe  to  follow 
that  wish  implicitly,  for  it  may  be  misdirected,  but  the 
young  men  dislike  extremely  a  dictatorial  method  with 
them,  while  quick  to  respond  to  an  appeal  to  their  cour- 
tesy or  generosity.  If  they  have  preferences  in  regard  to 
their  studies,  these  should  be  favorably  considered. 

We  sometimes  fail  to  recognize  that  our  boys  have  come  to  man- 
hood, but  they  resent  it  if  treated  as  boys  when  they  are  really 
men.  No  doubt  there  is  difficulty  at  this  point  in  their  relation  to 
the  school.  They  do  not  consider  themselves  as  treated  with  suffi- 
cient respect.  They  are  under  more  authority  than  they  like,  and 
they  withdraw,     A  little  tact  will  remove  this  difficulty. 

3.  Give  the  young  inen  something  to  do  for  the  good 
of  the  school.  They  are  glad  to  be  of  service.  They 
can  be  valuable  helpers.  Let  them  be  made  to  feel  that 
by  their  presence  and  example  they  are  a  strength  to  the 
school  and  an  encouragement  to  the  superintendent. 
They  are  needed  in  many  ways, — in  the  library,  as  ush- 
ers, in  the  music,  in  secretary  work.  If  they  only  see 
that  they  are  useful,  they  are  pleased  and  glad  to  con- 
tinue at  their  service. 

A  college  student  once  learned,  just  as  he  was  graduating,  that 
his  instructors  were  grateful  to  him  for  his  influence  during  his 
college  course  on  the  side  of  good  order.  They  said  that  he  had 
been  a  help  and  comfort  to  them  by  his  manly  course  in  opposing 
lawlessness,  and  promotmg  right  sentiments  among  the  students. 
This  feeling  of  the  faculty  was  a  great  surprise  to  him.  He  had 
never  thought  of  himself  as  having  any  influence  or  doing  any 
good.     Might  it  not  be  well  to  take  pains  to  make  it  plain  to  young 


now  TO  HOLD   THE   YOUNG  MEN.  129 

PART  I.  §  5,  CH.  iii.] 

men  tliat  they  have  a  large  influence  in  these  directions?  If  our 
young  men  iu  Sunday-school  could  be  made  to  see  how  much  of 
the  success  of  the  school  depends  on  them,  they  would  remain  in 
school  more  cheerfully  and  would  take  pleasure  in  being  of  service. 

4.  T/ie  yoiin^  men  must  be  given  instruction  of  real 
value  to  them.  Undoubtedly  one  difficulty  is  that  the 
Sunday-school  does  not  compare  in  its  instruction  with 
the  high  school  or  college  which  youth  are  attending.  Too 
often  in  the  Sunday-school  they  feel  that  they  are  learn- 
ing nothing  and  that  their  time  is  wasted.  To  be  sure 
the  methods  of  the  secular  school  and  of  the  Sunday- 
school  are  necessarily  quite  different.  There  is  a  mark- 
ing system  and  a  certain  discipline  in  the  secular  school 
which  cannot  be  utilized  in  the  Sunday-school  and  which 
give  an  impression  of  inferiority  in  the  Sunday-school 
not  justified  by  facts.  At  the  same  time  there  is  ground 
for  this  feeling.  How  can  the  objection  be  met?  Not 
only  by  giving  them  an  able  teacher  who  will  put  time 
and  thought  on  his  work,  but  by  more  care  in  grading 
their  studies.  The  young  man  does  not  want  to  go  over 
and  over  the  same  lessons  with  substantially  the  same 
questions  brought  before  him,  in  the  successive  years. 
The  lessons  taught  the  young  men  should  not  be  a  repeti- 
tion of  the  work  of  previous  years.  The  lessons  should  take 
up  new  lines  of  study.  It  would  undoubtedly  do  much  to 
prevent  the  present  sad  dropping  out  of  young  men  from 
our  Sunday-schools,  if  a  thorough  curriculum  of  study 
were  planned,  covering  a  period  of  ten  or  fifteen  years, 
and  steadily  increasing  in  scope  and  difficulty.  But  long 
before  that  is  done,  the  peculiar  needs  of  young  men  may 
be  met,  to  some  extent,  by  giving  them  a  different  study 
from  the  rest  of  the  school.  They  should  be  allowed,  if 
it  seems  desirable,  different  quarterlies  and  a  different 
part  of  Scripture  from  the  rest  of  the  school. 


130      MANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[PART  I.  §  5,  cii,  iii. 
A  certain  class  of  young  men  grew  in  numbers  and  interest 
when  it  turned  aside  from  the  regular  International  Lessons  and 
took  up  the  studies  of  the  Bible  Study  Union  in  apostolic  history. 
Probably  more  emphasis  should  be  given  to  supplementary  lessons 
and  less  time  spent  on  the  allotted  passage. 

5 .  //  is  important  that  their  questions  he  respectfully 
and  fully  met.  Young  people  near  manhood  and  woman- 
hood are  apt  to  challenge  the  beliefs  of  their  elders  and 
to  refuse  to  accept  them  on  the  basis  of  inheritance. 
Naturally  and  properly  they  desire  to  lay  foundations  for 
themselves,  and  to  know  the  reasons  why  they  should 
accept  this  and  that  belief.  They  see  objections  and 
bring  them  up  for  explanation.  Sometimes  the  teacher 
is  unable  to  solve  the  difficulty,  and,  if  this  occurs  too 
often,  their  respect  for  him  is  gone  and  the  pupil  with- 
draws on  the  ground  that  he  is  learning  nothing.  Some- 
times the  teacher  gets  impatient  at  the  difficulties  raised, 
answers  sharply  and  dogmatizes.  This  does  no  good. 
To  be  harsh  with  them  because  they  question  well- 
established  truths  only  angers  them,  drives  them  into 
opposition  to  the  truth,  and  very  likely  ends  in  their 
dropping  from  the  class. 

6.  They  desire  especially  to  see  the  practical  side  of 
life.  They  stand  on  the  threshold  of  a  great,  unknown, 
and  most  interesting  future.  The  world  with  its  myster- 
ies lies  before  them.  They  are  eager  to  know  the  appli- 
cations of  truth  to  their  daily  duties.  This  is  only 
reasonable.  Great  questions  are  pressing  them  on  every 
side.  They  know  that  Christianity  has  formed  modern 
civilization.  What  they  want  especially  to  know  is  the 
application  of  Christianity  to  business,  to  social  relations, 
to  pleasures.  To  keep  them  in  school,  let  them  feel  that 
every  Sunday  kindles  a  beacon  fire  to  light  them  on  their 
way  for  the  next  week. 


HOW  TO  nOLD   THE   YOUNG  MEN.  131 

PART  I,  §  5,  CH.  iii.] 

7.  Sometimes  a  side  ori^anizalion  is  helpful  io  Iiolil  Ihe 
youii'^  men  in  a  Sunday-school  class.  Let  the  young 
men  of  the  class  meet  on  a  week  night  occasionally  for 
literary  purposes.  Let  there  be  a  debate;  let  a  news- 
paper of  their  composition  be  read ;  let  there  be  music, 
vocal  and  instrumental.  Such  an  occasion,  so  long  as  it 
is  not  the  principal  thing,  becomes  sometimes  very  help- 
ful in  tiding  young  men  over  a  period  of  unrestfulness. 

8.  Avoid  giving  the  impression  that  the  school  is  for 
children  alone.  Too  great  care  cannot  be  taken  in  this 
matter.  Classes  of  young  men  grow  restive  and  are  apt 
to  decrease  in  number  if,  in  common  with  tlie  rest  of  the 
school,  they  are  frequently  addressed  as  ''  dear  children," 
or  if  they  have  to  listen  every  Sunday  to  baby  talk  from  the 
platform,  or  if  they  are  called  on  to  join  in  infant  hymns. 
Dr.  Vincent  urges  that  the  main  body  of  the  school  be  called 
the  ''Assembly,"  and  that  it  be  treated  as  distinct  from 
the  rest  of  the  school  and  be  given  some  power  of  self- 
government.  It  may  be  that  this  method  would  be  help- 
ful in  some  cases  in  retaining  the  older  pupils  in  the  school. 

9.  Let  parents  identify  themselves  with  the  school. 
How  can  boys  and  young  men  be  expected  to  stay  in  the 
school,  when  they  discover  that  their  parents  regard  them- 
selves as  having  outgrown  the  school,  and  think  it  no 
longer  has  interest  for  them  or  claims  on  them.  If  adults 
honor  the  school,  the  boys  and  young  men  will  stay. 
Nothing  is  more  helpful  to  full  and  vigorous  classes  of 
young  men  than  similar  classes  of  adults  in  the  same  room. 

At  the  same  time  it  should  be  remembered  that  parents 
need  to  be  assured  that  they  are  welcome  as  visitors  in 
these  classes  of  young  people.  It  is  desirable  that  a 
place  be  assigned  for  visitors  and  suitable  seats  provided. 
It  is  well  also  that  the  young  men  be  encouraged  to  invite 
their  parents  to  visit  the  class  occasionally. 


CHAPTER  IV. 

ADULT    BIBLE    CLASSES. 

Adults  Needed  in  the  Sunday-school.  The  Sun- 
day-school needs  the  adults  in  our  congregations  and 
they  need  the  Sunday-school.  Their  presence  in  the 
Sunday-school  is  almost  indispensable  to  give  it  character 
and  standing  in  the  community.  On  the  other  hand, 
they  never  needed  familiarity  with  the  Bible  more  than 
in  these  adult  years  of  rough  contact  with  the  world,  nor 
were  they  ever  better  able  to  profit  by  such  study. 
There  are  portions  of  the  Bible,  like  the  epistles  in  the 
New  Testament,  or  the  prophecies  in  the  Old  Testament, 
which  are  especially  fitted  for  study  in  adult  years,  and 
are  not  likely  to  be  studied  in  youth.  The  years  of  adult 
life  are  among  the  very  best  for  the  enjoyment  of  Sunday- 
school  study  and  for  receiving  profit  from  the  Bible. 

How  TO  Make  an  Adult  Bible  Class  Successful. 

I.  The  first  7'equisite,  as  with  a  class  of  yoimg  ine7iy 
is  a  thoroughly  competent  teacher.  A  good  Bible  class 
teacher  is  rare.  He  must  be  scholarly  and  yet  not  dry 
or  verbose.  We  have  known  a  Bible  class  to  be  run 
completely  out  by  a  teacher,  who  though  a  godly  and 
v/ell-trained  minister,  was  yet  slow  in  manner  and  heavy 
in  thought.  The  teacher  of  a  successful  Bible  class  must 
be  able  to  draw  out  his  pupils  by  skilful  questioning.  He 
v^ill  be  tempted  to  occupy  the  time  himself.  It  is  easy  to 
talk  continuously  and  to  make  his  class  exercise  a  lecture. 
It  is  possible  for  him  to  lecture  or  preach  so  well  on  these 
occasions,  as  to  build  up  the  class  and  keep  it  full.  If 
success  is  measured  by  numbers,  some  classes  so  con- 
132 


ADULT  BIBLE  CLASSES.  133 

PART  I.   §   5,  CII.  iv.] 

ducted  are  successful.  But  after  all  such  an  assemblage 
is  not  a  true  Bible  class ;  it  is  not  receiving  the  peculiar 
advantage  that  comes  from  a  study  of  the  Scriptures  by 
question  and  answer.  It  is  far  better  than  nothing,  but 
it  does  not  give  the  benefit  of  real  Bible  study  in  cl-asses. 
But  if  the  teacher  would  handle  a  large  Bible  class  by  the 
method  of  question  and  answer,  he  must  be  exceedingly 
careful  how  he  does  it  or  he  will  frighten  timid  people 
away.  The  class  must  be  assured  that  he  will  put  ques- 
tions only  to  the  class  generally  or  to  those  who  have 
signified  a  willingness  that  he  should.  The  successful 
teacher  of  a  Bible  class  must  know  how  to  handle 
cranks.  The  chances  are  that  in  every  large  class  will 
be  some  one  who  rides  a  hobby,  or  is  a  determined  con- 
troversialist, or  has  some  peculiar  view  which  is  bound  to 
make  trouble  in  the  class.  The  teacher  must  be  suffi- 
ciently firm  and  tactful  to  restrain  such  a  person  and 
keep  him  in  his  place,  else  the  class  will  be  wrecked.  It 
is  impossible  to  maintain  a  Bible  class  successfully  with  a 
frequent  change  of  teachers.  There  must  be  one  teacher, 
who  is  steadily  at  his  post,  and  who  is  so  able  as  to  hold  all 
evil  influences  in  check  and  to  feed  the  class  with  rich 
and  satisfying  truth. 

2.  //  IS  of  the  jitmost  importaiice  that  the  studies  of  a 
large  Bible  class  be  adapted  to  its  needs  and  tastes.  It 
should  be  absolutely  free  to  choose  its  own  topics  and 
methods.  It  is  well,  of  course,  if  the  Bible  class  can 
conform  to  the  lessons  of  the  school,  but  the  chances  are 
that  it  needs  sometlnng  different.  In  the  years  before 
adult  life  there  should  have  been  such  a  faithful  and  con- 
tinuous study  of  the  Bible,  that  now  the  subjects  consid- 
ered may  well  be  topical,  perhaps  on  the  great  doctrines 
or  duties,  perhai)s  on  Christian  evidences,  perhaps  on 
points  of  applied  Christianity, — the  one  care  being  in  all 


134      MANUAL  OF  SUNDAY-SCHOOL  3IETII0DS. 

[PART  I,   §  5,  CM.  iv. 

cases  to  make  the  lesson  really  Biblical.  In  some  schools 
a  class  in  sociology  from  a  Biblical  standpoint  has  been 
quite  successful.  In  another  a  ''  Current  Topics  Class" 
has  met  the  needs  and  desires  of  a  considerable  number. 
In  this  class  practical  everyday  questions,  such  as  the 
observance  of  the  Sabbath,  the  relations  of  business  and 
religion,  the  relations  of  labor  and  capital,  are  discussed 
in  the  light  of  Scriptural  precept  and  example.  But  such 
themes  need  careful  handling  to  bring  them  into  the  lines 
of  a  true  Bible  class. 

3.  //  is  noiu  generally  agreed  that  it  is  well  to  have 
both  sexes  represented  in  the  class,  that  husband  and 
wife  be  not  separated,  and  that  each  may  be  a  stimulus 
to  the  other,  and  may  be  able  to  talk  of  the  teachings 
when  at  home.  Unquestionably,  married  people  are 
much  more  likely  to  come  into  the  school,  when  they  can 
be  together  in  the  same  class.  This  enables  them  to 
study  the  lesson  together  and  makes  them  feel  more  at 
home  in  the  class.  In  many  cases  a  husband  will  come 
into  the  class  because  his  wife  is  there,  and  for  her  sake, 
when  he  could  not  be  induced  to  go  into  a  men's  class. 

A  Notable  Instance,  Mr.  C.  W.  Osgood,  a  manufacturer, 
living  in  Bellows  Falls,  Vermont,  has  in  that  pleasant  little  village  a 
Bible  class  of  eighty  or  ninety  resident  members,  with  350  in  all 
who  have  been  connected  with  it  in  years  past  and  still  claim 
a  membership.  The  success  of  the  class  is  due  largely,  beyond 
doubt,  to  the  wisdom  and  devotion  of  their  teacher.  Mr.  Osgood 
is  seldom  absent  from  the  class,  never  enters  it  unprepared,  greatly 
enjoys  his  work,  is  personally  interested  in  every  member  and  has 
rare  skill  in  awakening  an  esprit  de  corps  throughout  the  class. 
The  class  has  a  class  color, — blue,  as  proposed  by  Moses  of  old;  it 
has  a  roll  call  once  a  year,  marked  by  some  special  offering;  it 
has  a  Class  I^oan  I>ibrary  ;  it  has  an  annual  dinner,  an  occasion  of 
which  much  is  made.  The  Bible  alone  is  used  in  the  class,  and 
the  teaching  is  by  question  and  answer  so  far  as  conditions  allow. 


ADULT  BIBLE  CLASSES.  135 

PART  I.  §  5,  CII.  iv.] 

Synthetic  Bible  Classes.  A  new  form  of  Bible  study- 
has  come  to  be  exceedingly  popular  in  some  of  our  cities 
and  is  likely  to  excite  wide  attention.  It  is  called  the 
synthetic  method.  I'his  is  the  study  of  the  Bible  as  a 
whole.  Adult  classes  for  such  study  have  been  formed 
in  Chicago,  and  have  met  with  such  favor  that  nearly 
3,500  members  have  been  enrolled  in  them.  These 
classes  have  been  conducted  by  Mr.  \V.  R.  Newell.  Sim- 
ilar classes,  which  are  large  and  successful,  have  been 
organized  in  Boston  and  vicinity  under  the  charge  of 
Rev.  James  M.  Gray,  D.  D.  The  class  comes  to  the 
lesson  hour  full  of  the  book  which  is  the  theme  for  the 
evening.  The  members  have  read  the  book  over  and 
over. 

Suppose  the  book  of  Genesis  is  the  lesson.  Then  the  class  is 
questioned  on  eight  points  in  the  book  suggested  by  the  words 
Creation,  Fall,  Deluge,  Nations,  Abraham,  Isaac,  Jacob  and 
Joseph.  Each  one  of  these  points  is  taken  up  separately.  In  re- 
gard to  creation,  for  example,  the  work  of  the  six  days  is  consid- 
ered,  the  two  accounts  of  the  creation,  the  details  as  to  the  creation 
of  man,  and  so  on.  In  regard  to  nations  it  is  shown  that  the  tenth 
chapter  tells  how  and  the  twelfth  chapter  tells  why,  the  nations 
w'ere  divided.  In  regard  to  Abraham,  the  leading  facts  in  his  life, 
about  ten  in  all,  are  brought  out.  A  blackboard  is  used  in  indicat- 
ing the  outline  and  each  one  is  expected  to  enter  the  material 
there  in  his  notebook.  The  chronological  order  is  followed  in 
studying  the  Bible,  so  that  when  the  second  book  of  Kings  is 
reached  the  prophets  of  that  period  are  taken  up  in  succession  and 
the  historical  books  are  not  resumed  till  the  study  of  Daniel  is 
completed. 

This  synthetic  method  of  Bible  study  is  peculiarly 
fascinating  and  has  great  value  in  normal  work.  Every 
Simday-school  teacher  is  better  fitted  for  his  task  who 
thoroughly  studies  the  Bible  in  this  way. 


CHAPTER  V. 

THE    NORMAL    CLASS. 

The  Need  of  Normal  Study.  There  is  more  and 
more  demand  in  our  Sunday-schools  for  teachers  spe- 
cially educated  for  their  work.  The  feeling  is  strong 
that  our  Sunday-schools  must  take  a  higher  position  in 
education  and  be  able  to  compare  more  favorably  with 
our  modern  secular  schools.  Unless  we  have  competent 
teachers  in  our  schools,  especially  in  those  where  public 
education  has  reached  a  high  grade,  we  cannot  hope  that 
the  Sunday-school  will  continue  to  flourish  as  in  the  past. 

Help  From  Institutions.  Something  is  done  tOAvard 
furnishing  a  higher  grade  of  Sunday-school  teachers  in 
some  of  our  institutions  of  learning. 

I.  In  many  of  our  colleges  to-day  and  in  some  of 
our  academies,  there  is  a  course  of  Bible  study.  Such 
study  is  now  recognized  as  a  part  of  a  thorough  educa- 
tion and  is  coming  to  be  valued.  The  graduates  from 
institutions  where  such  studies  are  pursued  are  specially 
fitted  to  teach  the  Bible  in  Sunday-schools  and  where 
their  hearts  are  as  well  developed  as  their  intellects  they 
make  excellent  teachers. 

Tlie  Bible  Normal  Collef,^e  at  Springfield,  Mass.,  gives  special 
training,  not  only  in  the  Bible  itself,  but  in  everything  pertaining 
to  the  Sunday-school.  It  makes  a  special  effort  to  fit  Sunday- 
school  teachers  for  their  work,  arranging  a  course  of  ten  weeks  for 
such  teachers  as  can  spend  but  a  short  time  in  study,  but  are  anx- 
ious for  some  such  opportunity  of  improvement.  More  are  com- 
ing to  avail  themselves  of  such  privileges.  A  young  man  who  had 
13G 


THE  NORMAL   CLASS.  137 

PART  I,  §  5,  CH.  v.] 

been  appointed  a  superintendent  in  Sunday-school,  felt  so  keenly 
his  need  for  a  larger  fitness  for  his  new  responsibilities  that  he 
went  half-way  across  the  continent  to  attend  the  Moody  Institute  at 
Chicago  for  three  months,  that  he  might  on  his  return  to  his  quiet 
country  home  be  a  more  successful  Sunday-school  worker.  His 
example  in  trying  to  fit  himself  for  his  responsibilities  should  be 
widely  followed. 

3.  Correspondence  schools.  There  are  now  several 
organizations  intended  to  teach  by  correspondence  the 
Bible  and  methods  of  teaching  the  Bible.  The  Chautau- 
qua Normal  Union  is  one  of  these.  This  covers  a  course 
of  four  years.  Examinations  are  held  and  certificates 
and  diplomas  are  given.     The  fees  are  trifling. 

4.  Chautatiqua  assemblies.  There  are  many  sum- 
mer schools  now  held  at  convenient  locations  in  the 
country  where  Sunday-school  teachers  can  spend  two  or 
three  weeks  at  small  cost,  join  classes  on  various  sub- 
jects connected  with  Sunday-school  work  and  hear  the 
ablest  lectures.  These  assemblies  are  practically  pro- 
tracted Sunday-school  institutes  and  serve  an  admirable 
purpose. 

Besides  these  various  devices  to  promote  normal  study, 
there  are  teachers'  institutes  and  normal  classes.  We 
shall  speak  of  institutes  in  a  later  section. 

What  is  a  Normal  Class?  It  is  a  class  designed 
to  fit  those  in  it  to  be  Sunday-school  teachers.  It  does 
not  attempt  to  study  the  regular  lesson  with  the  rest  of 
the  school,  but  it  takes  up  those  subjects  which  are  essen- 
tial in  fitting  one  to  teach  a  class  in  Sunday-school. 

I .  For  one  Sunday-school  or  for  mafiy  ?  Such  a 
class  may  be  connected  with  one  church  or  with  many. 
A  large  Sunday-school  surely  ought  to  be  able  to  main- 
tain such  a  class  of  its  own.  This  is  not  true,  however, 
in  a  small  town,  and  there  it  is  well  for  all  the  Sunday- 


138      3IANUAL  OF  SUNDAY-SCHOOL  3IETII0DS. 

[PART  I.   §  5,  CH.  V. 

schools  to  combine  and  together  sustain  a  union  normal 
class. 

2.  A  suitable  teacher  essential.  It  is  not  easy  to 
find  a  suitable  teacher  for  such  a  school,  and  yet  there  are 
almost  always  two  or  three  in  every  community  competent 
for  such  a  work.  The  pastor  or  the  superintendent  may 
be  the  right  person  to  take  charge  of  the  class,  or  what  is 
quite  as  likely,  some  educated  instructor  in  the  commu- 
nity. There  are  few  places  where  some  college  graduate, 
trained  in  the  subject  under  discussion,  cannot  be  found 
and  utilized  in  such  a  class. 

3.  The  time  to  hold  the  normal  class.  Ordinarily 
the  class  should  not  meet  at  the  same  hour  with  the 
school.  None  are  more  likely  to  need  the  class  or  to 
enter  it  than  the  teachers  in  the  school,  and  to  hold  the 
normal  class  at  the  same  time  with  the  main  school  de- 
bars them  from  attendance.  To  do  this  is  suicidal.  Be- 
sides, those  in  the  normal  class  are  often  wanted  as  sub- 
stitutes in  the  main  school  and  the  training  they  thus  get 
is  essential.  They  must  meet  in  the  normal  class  at  a 
time  which  leaves  them  free  to  serve  in  the  school  when 
needed.  Ordinarily,  the  Sunday  is  too  full  for  such  a 
class.  The  best  time  is  on  some  week-day,  either  after- 
noon or  evening. 

4.  Lines  of  study.  There  are  three  lines  of  study  to 
be  pursued  in  the  normal  class:  (i)  Facts  about  the 
Bible.  (2)  The  Sunday-school.  (3)  The  art  of  teach- 
ing. The  teacher  is  to  teach  the  Bible ;  therefore  he 
must  know  what  the  Bible  is,  and  why  it  is  as  it  is.  He 
must  be  posted  as  to  its  origin,  inspiration,  authority,  con- 
tents, design,  peculiarities,  its  geography,  history  and  its 
fundamental  teachings.  He  is  to  work  in  the  Sunday- 
school,  and  must  therefore  understand  its  organization 
and  its  principles  of  action,  its  aims  and  its  character- 


THE  N0R3IAL    CLASS.  139 

PART  I.   §  5,  CH.  v.] 

istics.     He  is  to  be  a  teacher,  and  must  understand  the 
great  underlying  principles  of  his  work. 

Private  Study.  When  the  teacher  cannot  join  a 
normal  class  he  can  at  least  study  by  himself,  receiving 
valuable  aid  if  he  likes  from  the  Chautauqua  Normal 
Union.  There  are  now  several  excellent  text-books  de- 
signed for  normal  study. 

List  of  Books  for  Reading.  There  is  no  limit  to  the  amount 
of  private  study  one  may  put  into  these  themes.  Every  Sunday- 
school  teacher  ought  to  keep  a  book  on  these  subjects  constantly 
on  liand  for  frequent  reading.  No  line  of  reading  could  well  be 
more  interesting  or  better  fitted  for  the  Sabbath  than  books  on 
these  topics.  To  aid  those  intending  to  read  leisurely  and  fully  on 
subjects  pertaining  to  their  work  as  Sunday-school  teachers,  a  list 
of  suitable  books,  prepared  by  Rev.  Edwin  W,  Rice,  D.  D.,  editor 
of  the  publications  of  the  American  Sunday-School  Union,  is  in- 
serted in  an  appendix. 


CHAPTER  VI. 
teachers'  meetings. 

Various  Kinds  of  Teachers'  Meetings.  The  term 
teachers'  meeting  has  come  to  be  used  of  one  special 
kind  of  meeting  held  for  the  benefit  of  teachers.  As  a 
matter  of  fact,  however,  there  are  at  least  four  kinds  of 
meetings,  all  of  which  are  teachers'  meetings  in  the  orig- 
inal sense  of  the  phrase,  and  each  of  great,  if  not  of 
equal,  importance.  They  are  these  : — business  meetings, 
prayer  meetings,  conference  meetings  and  sociables  and 
meetings  to  consider  the  lesson. 

Business  Meetings.  It  is  essential  that  teachers  be 
called  together  occasionally  to  consult  and  decide  as  to 
the  interests  of  the  school.  Whatever  be  the  mode  of 
government  pursued,  and  however  much  of  responsibility 
be  given  or  denied  the  teachers,  in  controlling  the  school 
matters,  they  must  at  least  be  consulted  and  their  coop- 
eration secured  in  a  variety  of  matters.  Meetings  for 
business  are  generally  not  regularly  held.  It  is  best  they 
should  not  be.  Let  them  be  called  when  needed.  Or- 
dinarily the  teachers  are  asked  to  delay  a  moment  at  the 
close  of  school.  If  the  matter  is  serious,  it  is  necessary 
to  take  more  time  and  a  special  meeting  should  be  called 
and  due  notice  given.  Under  modern  methods  there  is 
very  little  to  bring  before  the  teachers,  and  a  moment's 
consultation  is  generally  all  that  is  needed. 

Prayer-meetings.  It  is  very  desirable  that  teachers 
should  meet  for  prayer.  This  practice  not  only  brings 
them  a  blessing  in  answer  to  prayer,  but  it  brings  them 
140 


TEACHERS'   3IEETINGS.  141 

PART  I,  §  5,  CH.  vi.] 

into  touch,  develops  sympathy,  deepens  their  sense  of 
responsibility  and  desire  for  souls  and  encourages  them 
in  their  work.  Teachers  often  meet  weekly  before  the 
Sunday-school  for  prayer,  spending  fifteen  or  twenty 
minutes  together  for  this  purpose.  Sometimes  such  a 
meeting  is  held  just  before  the  session.  When,  however, 
the  school  is  held  immediately  after  the  morning  service, 
this  is  impossible.  Then  the  teachers  often  meet  to  pray 
for  a  half-hour  preceding  the  morning  service.  There  is 
advantage  in  this  in  the  fact  that  prayer  at  that  hour  on 
the  part  of  the  teachers  links  the  church  preaching  service 
with  the  Sunday-school  in  the  thought,  the  interest  and 
the  prayers  of  the  teachers.  The  more  closely  the  morn- 
ing worship  and  the  Sunday-school  are  united,  the  better 
it  is  for  all  concerned. 

Conference  Meetings  and  Sociables.  Unquestion- 
ably teachers  should  come  together  occasionally  for  social 
purposes,  say  once  a  quarter.  They  need  to  get  acquainted 
to  understand  each  other,  to  learn  the  work  in  sympathy 
and  cooperation.  It  is  good  for  the  teachers  of  adult 
classes,  of  young  men  or  young  women,  of  primary 
classes,  to  get  together  and  to  exchange  experiences  and 
confer  on  methods.  Each  teacher  is  stronger  and  braver 
for  knowing  more  of  the  difficulties  encountered  by  the 
other  teachers  and  their  way  out,  for  understanding  the 
aims  and  hopes  and  joys  of  the  rest.  The  pastor  and 
sui)erintendent  will  be  present  at  such  a  meeting  of 
course.  The  su})erintendent  calls  the  teachers  to  order, 
and  if  they  can  all  sit  around  a  table  together  with  note- 
books in  hand,  the  meeting  will  be  freer  and  more  suc- 
cessful. After  prayer,  one  and  another  in  turn  report  on 
the  condition  of  their  classes,  tell  of  their  anxieties,  their 
new  methods,  their  successes,  their  causes  of  joy,  and 
ask  advice  as  to  any  point  of  difficulty.     The  pastor  and 


142      MANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[PART  I.   §  5,  CII.  vi. 

superintendent  answer  these  questions,  comment  on  the 
statements  made,  drawing  lessons  for  the  rest  of  the 
teachers,  ask  questions  as  they  seem  needed  and  speak  on 
various  points  as  they  come  up.  Sometimes  a  single  topic 
is  brought  before  the  teachers,  such  as  "  What  are  you  to 
try  to  do  for  your  pupils  ?  "  and  each  one  is  called  on  to 
answer  the  question,  the  superintendent  writing  the 
answers  on  the  blackboard  and  the  pastor  summing  up 
the  whole.  Of  course  there  will  be  abundant  prayer.  It 
is  often  found  convenient  to  transact  business  at  this 
meeting.  There  is  a  supper  before  the  conference,  or 
perhaps  only  light  refreshments  after  it,  while  a  social 
hour  is  introduced  in  connection  with  the  taking  of 
food. 

Meetings  to  Consider  the  Lesson.  These  are 
ordinarily  called  teachers'  meetings.  They  are  uni- 
versally recognized  as  very  desirable,  and  undoubtedly 
they  are,  but  it  may  be  that  too  much  emphasis  has  been 
laid  on  them,  as  if  they  were  essential  to  success.  As  a 
matter  of  fact,  it  is  found  very  difficult  in  these  busy 
days,  when  meetings  of  all  sorts  are  clamoring  for  atten- 
tion, to  maintain  them.  Lf  they  are  managed,  as  is  too 
often  the  case,  simply  as  an  easy  way  of  getting  the 
lesson  for  the  next  Sunday,  they  are  not  essential. 
Desirable  as  they  are,  it  is  quite  possible  to  get  their 
main  advantages  in  other  ways.  The  admirable  helps 
of  the  modern  day  may  enable  the  teacher  to  understand 
his  lesson  without  serious  draft  on  his  time,  and  other  less 
frequent  meetings  may  suffice  to  instruct  him  as  to 
methods  and  principles  in  adapting  his  lessons  to  the 
spiritual  need  of  his  class.  We  would  not  be  misunder- 
stood. By  all  means,  let  the  teachers'  meeting  be  held  if 
possible,  but  do  not  be  disheartened  if  it  cannot  be  sus- 
tained, do  not  imagine  for  a  moment  that  because  of  this 


TEACHERS'    31 EE TINGS.  143 

PART  I.   §  5,  ClI.  vi.] 

fact,  if  it   be  a  fact,  the  Sunday-school  is  running  down 
and  becoming  inefficient. 

1.  IF/io  shall  teach  in  tlie  teacJie7's''  7Jieelin<^ ?  The 
superintendent  may  reasonably  be  expected  and  ought 
to  be  able  to  teach  his  teachers.  He  should  certainly 
have  charge  and  personal  direction  of  the  teachers' 
meeting.  Sometimes  the  pastor  is  able  and  willing  to 
teach  the  meeting ;  sometimes  it  must  be  done  by  one 
especially  brought  in  for  the  purpose ;  sometimes,  though 
this  is  not  likely,  it  is  found  possible  to  sustain  the 
meeting  by  giving  its  conduct  to  different  teachers  in 
turn. 

2.  Shall  the  teachers^  meeting  he  a  iinlon  meeting  ? 
That  depends  on  circumstances.  In  a  city  or  village 
with  several  churches,  a  union  meeting  is  likely  to  be  the 
best.  There  are  several  advantages  to  be  secured  from 
such  a  union  ; — a  large  attendance  is  secured  ;  there  are 
more  to  help  in  the  conduct  of  the  meeting;  the  enthu- 
siasm of  numbers  is  aroused ;  a  variety  of  views  is  secured 
and  thought  is  stimulated.  At  the  same  time  in  a  union 
meeting  certain  cautions  are  necessary.  Peculiar  care 
must  be  exercised  in  the  choice  of  a  teacher.  He  should 
be  permanent,  if  possible.  Such  rare  gifts  are  required 
and  such  tact  is  necessary  in  order  to  satisfy  all  and  show 
no  sectarian  bias,  that  when  a  good  man  is  found  for  the 
place,  he  should  be  kept  there.  If  such  a  man  cannot 
be  secured  the  pastors  of  the  several  churches,  or  the 
superintendents  of  the  several  schools,  may  possibly  meet 
the  need.  A  second  caution  is  to  avoid  all  sectarian 
teaching  and  discussion  of  denominational  differences. 
This  is  a  union  meeting  and  the  courtesies  of  union  must 
be  sacredly  observed.  A  great  Saturday  afternoon  union 
teachers'  meeting  or  Bible  class  was  sustained  for  many 
years  in  one  of  our  chief  cities.     Much  of  the  time  it 


144      MANUAL  OF  SUNDAY-SCHOOL  3IErR0DS. 

[PART  I.  §  5,  CH.  vi. 

occupied  one  of  the  largest  halls  in  the  city  and  was  re- 
markably successful.  But  its  success  depended  upon  the 
man  who  led  it.  Only  two  or  three  who  had  peculiar 
gifts  were  able  to  maintain  it.  When  they  withdrew, 
others  of  known  ability  were  brought  in,  but  one  after 
another  they  failed,  the  meeting  dwindled  away  and  was 
finally  discontinued.  To  be  able  to  teach  teachers  to 
their  interest  and  profit  is  a  rare  gift. 

3.  T/i^  aim  of  the  teacJiers'  meeting.  The  aim 
should  not  be  to  teach  the  lesson,  but  to  show  how  to 
teach  it.  There  is  no  special  need  of  a  meeting  simply 
to  go  over  the  lesson  and  learn  its  salient  points.  It  is 
because  teachers'  meetings  have  attempted  to  do  what  is 
quite  as  well  done  in  another  way  that  they  have  so  often 
failed.  A  teachers'  meeting  which  is  attended  simply  to 
study  the  lesson  is  certain  to  be  dull,  because  sustained 
by  a  company  of  people  who  have  no  definite  thought  on 
the  subject  they  attempt  to  talk  about.  Such  a  meeting 
is  struck  with  disease  at  its  roots  and  will  eventually 
wither  and  perish.  The  aim  should  be' to  study  methods 
in  their  application  to  the  particular  lesson  in  hand, — to 
awaken  enthusiasm  and  wisdom  in  presenting  the  lesson 
the  coming  Sabbath.  The  treatment  of  the  lesson  should 
be  such  as  to  fit  the  teachers  to  do  their  work.  While 
avoiding  monotony  in  method,  the  lesson  may  ordinarily 
be  taken  up  something  after  this  fashion  : 

a.  Get  at  the  aim  of  the  lesson.  What  is  the  under- 
lying thought  in  the  paragraph  to  be  taught  ? 

h.  Make  an  analysis  of  the  lesson.  What  is  the  order 
of  thought  ? 

c.  Briefly  examine  the  salient  points  of  the  lesson. 
What  are  the  principal  truths  taught? 

d.  Give  an  explanation  of  difficulties.  Are  there  any 
points  that  are  likely  to  raise  questions,  awaken  doubts  or 


TEACUEliS'   MEETINGS.  145 

PART  I.   §  5,  CH.  vi.] 

Stimulate  discussion  ?  How  can  these  difficulties  be  met 
in  the  class  ?     How  should  they  be  treated  ? 

e.  What  illustrations  should  be  used  ?  Suggest  an 
anecdote  or  two.  Describe  the  use  of  slate  or  black- 
board in  the  class  in  regard  to  that  lesson. 

/.  Bring  up  specifications  as  to  any  particular  methods 
or  points  needed  in  teaching  the  lesson  in  the  different 
departments.  What  method  shall  be  pursued  or  truths 
emphasized  in  the  primary  class,  the  adult  Bible  class, 
the  young  men's  class,  the  young  women's  class  and  so 
on. 

4.  General  plan  of  the  meeting.  This  is  suggested 
by  the  aim.  First,  let  there  be  a  brief  but  warm  devo- 
tional service.  Second,  let  the  Scripture  lesson  be  read 
aloud  by  all  unitedly.  Third,  let  the  discussion  of  the 
lesson  follow.  What  form  this  discussion  should  take 
should  depend  on  the  peculiarities  of  the  passage  studied. 
Often  a  preliminary  investigation  is  necessary,  the  rela- 
tion to  the  circumstances  connected  with  the  passage,  or 
its  context,  or  the  thought  in  the  mind  of  the  writer. 
This  settled,  the  points  referred  to  in  the  previous  para- 
graph may  be  well  taken  up. 

5.  Suggestio7is  for  success.  Some  of  these  sugges- 
tions are  negative.  There  are  certain  dangers  in  a 
teachers'  meeting  which  must  be  avoided.  Cranks  arc 
liable  to  break  up  a  teachers'  meeting  as  they  are  a  Bible 
class.  A  crank  is  usually  a  man  who  sees  things  out  of 
tlieir  due  proportion,  and  consequently  shies  at  dangers 
when  there  are  none,  or  rushes  after  mirages  which  seem 
to  him  refreshing  water.  A  crank  must  be  suppressed. 
There  is  no  escape  for  it.  Controversy,  also,  in  a  teach- 
ers' meeting  is  almost  as  serious  as  the  wild  talk  of  a 
crank.  It  stirs  up  opposition,  turns  people  from  the  seri- 
ous matter  in  hand,  often   causes  bad  blood  and  drives 


J46      3IANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[part  I.  §  5,  CH.  vi. 
away  the  Holy  Spirit.  We  want  that  in  the  teachers' 
meeting  which,  without  sacrificing  principle,  shall  make 
for  peace.  We  must  speak  the  truth,  but  this  is  not 
enough,  we  must  speak  it  in  love.  One  other  caution  is 
to  avoid  dullness.  Do  not  turn  the  teachers'  meeting 
into  a  lectureship.  There  are  plenty  of  men  who  have 
undertaken  to  conduct  a  teachers'  meeting  as  a  lecture- 
ship.    To  do  this  kills  it. 

But  there  are  suggestions  also  on  the  positive  side. 
Let  the  teachers'  meeting  have  a  practical  aim  and  a 
glowing  spirituality.  Let  it  constantly  exalt  the  Bible. 
The  question  is.  What  does  the  Bible  say,  not  what  is  the 
philosophy  of  the  matter  in  hand  or  the  opinion  of  one  or 
another.  Secure  all  possible  help  from  all  in  the  meeting 
and  allow  no  one  to  be  unduly  prominent.  Some  will 
desire  to  Remain  in  the  background  and  keep  silent. 
Others  will  be  eager  to  answer  every  question.  Both 
classes  must  be  wisely  met  and  faithfully  handled.  One 
class  must  be  brought  out  more  and  more;  the  other 
must  be  held  back  that  others  less  forward  may  be  en- 
couraged and  be  heard. 


CHAPTER  VII. 

THE   HOME    DEPARTMENT. 

For  Whom  Designed.  This  is  a  new  form  of  Sun- 
day-school work.  It  is  designed  to  reach  all  who  are 
unable  or  disinclined  to  attend  Sunday-school.  It  offers 
a  practical  and  profitable  method  of  Bible  study,  of  aid 
and  supervision  in  such  study,  and  of  connection  with 
the  Sunday-school  while  yet  the  one  studying  remains  at 
home.  It  is  a  boon  to  the  aged  and  to  invalids,  to  those 
whose  duties  elsewhere  prevent  their  presence  in  the 
Sunday-school,  to  many  who  live  so  far  away  on  the 
hills,  or  out  on  the  prairies,  that  they  cannot  force  their 
way  through  snows  in  the  winter  or  the  mud  in  spring 
and  fall  to  the  Sunday-school. 

What  is  its  Plan  ?  The  general  plan  is  this ; — for 
the  Sunday-school  to  secure  the  study  of  its  lessons  at 
home  on  the  part  of  those  unable  to  attend  its  sessions, 
thus  widening  its  influence  and  reaching  a  great  number 
of  people  who  otherwise  would  not  be  likely  to  study  the 
Bible.  Those  thus  reached  are  considered  members  of 
the  Sunday-school,  enjoy  its  privileges,  are  visited  regu- 
larly and  their  study  aided  and  promoted. 

What  is  its  Organization?  The  home  depart- 
ment must  have  a  superintendent,  visitors  and  classes. 

1.  The  superintendent  is  to  plan  the  work,  to  appoint 
and  direct  the  visitors,  to  receive  their  reports  and  to 
make  reports  on  his  own  part  to  the  school  and  from  the 
school  to  the  members  of  the  home  department. 

2.  The  visitors  should  be  in  number  as  many  as  there 

147 


148      MANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[PART  I.  §  5,  CH,  vii. 

are  districts  to  be  reached  or  classes  organized  in  the 
home  deqartment.     Their  duties  are 

a.  To  organize  classes. 

b.  To  visit  all  members  of  these  classes  regularly  and 
keep  them  in  touch  with  the  school,  distributing  and  col- 
lecting all  Sunday-school  material. 

c.  To  make  reports  to  their  superintendent  regularly, 
usually  at  a  meeting  of  the  visitors  and  superintendent. 

d.  To  report  to  the  pastor  any  cases  coming  to  their 
knowledge  of  newcomers,  sickness,  destitution,  trouble 
or  religious  interest. 

Visitors  are  generally  women  because  they  can  com- 
mand their  time  better  and  can  enter  families  more  easily. 
Since  they  are  not  called  on  to  teach,  the  qualifications 
which  they  need  are  not  the  same,  though,  perhaps,  quite 
as  important  as  those  which  teachers  should  have.  They 
rank  with  the  teachers  of  the  school,  and  should  properly 
be  counted  among  them. 

3.  Classes.  The  classes  in  the  home  department  are 
quite  different  from  those  in  the  ordinary  school.  They 
are  not  composed  of  those  of  the  same  age  or  those 
studying  the  same  lessons,  but  simply  of  those  under  the 
care  of  the  same  visitor.  Such  classes  should  not  ordi- 
narily comprise  more  than  from  twelve  to  twenty-five, 
since  these  are  all  who  can  well  be  cared  for  by  one  per- 
son. These  classes  take  various  forms  according  to 
circumstances. 

a.  Sometimes  they  are  classes  of  individuals,  who 
may  or  may  not  have  relation  to  one  another,  their  only 
tie  being  that  the  same  visitor  calls  upon  all  of  them. 

b.  Sometimes  they  may  be  family  classes.  In  these, 
all  in  the  same  family  study  together,  and  such  a  rela- 
tion may  exist,  though  some  in  the  class  are  able  to  at- 
tend the  Sunday-school. 


THE  HOME  DEPART3IENT.  149 

PART  I.  §  5,  CH.  vii,] 

c.  Sometimes  they  are  neighborhood  classes.  In 
these  cases  people  of  the  same  neighborhood,  when  two 
or  three  or  four  families  are  contiguous,  meet  at  each 
others'  houses  and  study  the  Bible  together.  Here  is  the 
germ  of  the  district  or  branch  or  union  Sunday-school, 
and,  where  such  a  Sunday-school  can  be  organized,  it  is 
desirable  that  it  should  be. 

d.  Sometimes  the  class  is  called  a  correspondence 
class,  this  term  being  used  to  describe  a  class  when  those 
in  it  are  not  ordinarily  reached  by  the  personal  visits  of  the 
visitor,  but,  instead,  by  letters  through  the  mail.  This, 
of  course,  is  less  desirable  than  any  other  form  of  home 
department  study  and  yet  it  is  far  better  than  nothing. 

What  Constitutes  Membership  ?  Simply  an  agree- 
ment to  join  the  home  department  of  such  a  Sunday- 
school  and  to  spend  at  least  half  an  hour  each  week  in  the 
study  of  the  lesson,  unless  prevented  by  sickness  or  other 
good  cause.  Ordinarily  a  printed  pledge  card  is  signed 
and  a  certificate  of  membership  is  given,  though  neither  of 
these  is  essential.  Such  a  certificate  may  be  helpful  for 
purposes  of  identification  in  visits  to  the  Sunday-school, 
to  social  gatherings,  to  picnics  and  other  entertainments. 

The  Outfit  for  the  Home  Department.  This  will  be 
varied  of  course  with  the  conditions  of  the  department.  Most  of 
the  publishing  houses  have  prepared  a  quantity  of  material  to  pro- 
mote this  work,  including 

Leaflets  descriptive  of  the  plan, 

A  membership  card, 

A  membership  certificate, 

A  report  collection  envelope  or,  if  preferred,  a  report  card, 

A  visitors'  home  class  book, 

A  visitors'  quarterly  report  blank. 

The  home  department  superintendent's  record  book. 

The  ordinary  quarterlies  or  lesson  papers  studied  in  the  Sunday 
school  are  of  course  suited  for  use  in  the  home  department. 


150      3IANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[part  I.  §  5,  CH.  vii. 

Special  Features  of  the  Home  Department.  It  is 
usiiai  to  have  occasionally  a  home  department  social 
gathering  when  the  members,  as  far  as  possible,  are 
brought  together  for  social  conference.  At  such  gather- 
ings leading  representatives  of  the  main  school  are  sure 
to  be  present.  Further  than  this,  at  certain  times  of  the 
year  on  Home  Department  Sunday,  or  Rally  Sunday, 
and  perhaps  on  Review  Sundays,  every  effort  should  be 
made  to  secure  the  attendance  at  the  main  school  of  all 
members  of  the  home  department.  Often  the  pastor 
finds  it  desirable  to  preach  annually  on  the  home  de- 
partment, commending  it  to  his  people. 

Advantages  of  the  Home  Department. 

1.  It  reaches  many  who  otherwise  could  not  be 
reached, — people  far  from  church,  people  who  are  travel- 
ling, people  who  are  temporarily  in  the  community,  peo- 
ple who  are  ill,  people  who  are  too  busy  to  get  out  to 
Sunday-school,  people  who  shrink  from  class  relation- 
ships. It  thus  brings  many  adults  into  connection  with 
the  school. 

2.  //  becomes  a  powerful  church  instrumentality  in 
Christian  evangelization,  securing  systematic  visitation, 
awakening  a  new  interest  in  the  Bible ;  promoting  atten- 
dance at  church  and  Sunday-school.  A  skillful  county 
missionary  in  New  England  has  found  that  the  home 
department  is  unusually  helpful  in  building  up  decaying 
churches  in  rural  neighborhoods.  The  people  living 
back  on  the  hills  have  dropped  out  of  touch  with  the 
church,  largely  because  the  church  had  so  little  to  give 
them  and  was  living  so  inactive  itself.  When  once  the 
visitors  go  out  from  the  church  on  their  errand  of  love 
and  call  from  house  to  house  to  develop  habits  of  Bible 
study  and  bring  the  people  into  contact  with  the  home 
school,  they  everywhere  find  a  welcome :   the  people  are 


THE  HOME  DEPARTMENT.  151 

PART  I.  §  5,  CH.  vii,] 

touched  by  the  attention  and  are  grateful ;  they  become 
interested  in  the  church  and  often  form  a  habit  of  church- 
going. 

3.  //  develops  personal  and  faj)iily  religion,  promot- 
ing study  of  the  Bible  and  encouraging  family  religious 
life. 

4.  //  develops  Christia7i  activity  in  the  church.  It 
sets  Christians  at  work  as  it  sends  out  visitors  on  evan- 
gelistic errands. 

5.  //  tends  to  maintain  the  life  of  the  main  Sunday - 
school,  at  those  times  when  it  is  weakest.  In  summer  the 
absentees  should  join  the  home  department.  In  winter 
in  the  country  when  the  main  school  is  I'lroken  up  be- 
cause of  heavy  snows,  the  home  department  is  often  in 
full  vigor  and  preserving  the  life  of  the  school. 

Practical  Examples,  Two  practical  examples  show  the  ap- 
plication of  the  home  department  to  the  conditions  alike  of  city 
and  country. 

1,  In  a  certain  great  city  church  is  a  home  department  num- 
bering 275  members.  Thirty-five  visitors  are  connected  with  it. 
At  the  outset  a  canvas  was  made  to  bring  into  it  every  church 
member  not  already  in  the  school,  and  as  many  more  as  possible. 
The  only  requirement  made  was  that  every  member  study  the 
lesson  half  an  hour  each  week.  One  class  was  organized  in  the 
House  of  Correction,  those  there  being  in  the  truest  sense  among 
the  "  shut-ins."  Another  class  was  started  in  the  Home  for  Sol- 
diers' Widows.  This  church  is  situated  in  a  dense  and  poor  popu- 
lation. Many  mothers  in  the  neighborhood  get  their  meals  for 
their  families  and  tend  their  babies  beside.  Others  are  employed 
on  Sunday  and  cannot  get  away  at  the  school  hour.  The  home 
department  exactly  meets  their  need. 

2.  Congregational  Church,  Plymouth,  A^.  II.  Here  is  a  good 
church  in  a  thriving  village  with  outlying  districts  in  every  direc- 
tion. Here  the  home  dei^artment  hfis  been  energetically  and 
wisely  developed  so  as  to  provide  to  a  remarkable  degree  for  the 
needs  of  these   rural   neighborhoods.     Its  membership  has  been 


152      3TANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[PART  I.   §  5,  CH.  vii. 

116.  Connected  with  it  is  a  family  living  sixteen  miles  away 
where  there  is  no  church  organization  and  no  Sunday-school. 
Fourteen  of  the  members  live  in  a  town  adjoining  where  there  is 
no  church,  no  minister  and  not  even  a  Sunday-school,  except  in  a 
far  corner  distant  from  four  to  eight  miles  from  them.  Six  others 
live  in  another  adjoining  town,  four  or  five  miles  distant  from  any 
church.  The  results  of  this  home  department  have  been  most 
beneficial.  Families  not  in  church  for  twenty-five  years  are  now 
regular  students  of  the  Bible.  Invalids  now  rejoice  to  consider 
themselves  members  of  the  Sunday-school.  The  study  of  the 
Bible  has  been  greatly  promoted  throughout  the  town.  The  Sab- 
bath is  more  scrupulously  observed.  Attendance  at  church  and 
prayer-meetings  has  increased.  One-seventh  of  those  in  the  home 
department  have  been  brought  to  Christ  and  several  of  these  have 
joined  the  church.  Results  like  these  may  confidently  be  ex- 
pected wherever  the  study  of  the  Bible  is  promoted. 


Section  6.     Sunday-school  Appliances. 
CHAPTER  I. 

THE    SUNDAY-SCHOOL    LIBRARY. 

Advantages  of  a  Library  to  a  School.  In  this 
modern  day  a  first-class  outfit  for  a  Sunday-school  in- 
cludes a  great  deal.  Not  all  schools  by  any  means  can 
afford  all  that  is  available,  but  much  that  is  desirable  can 
certainly  be  obtained. 

With  its  lesson  papers  and  its  organ,  a  school  needs  a 
library.  A  library  is  a  great  aid  to  the  school.  It  acts 
as  a  reward  and  an  incentive  to  Sunday-school  attend- 
ance. It  often  is  an  influence  in  the  smaller  country 
schools  to  keep  them  alive  through  the  winter, — ''ever- 
green," as  the  phrase  goes,— for  these  books  in  country 
homes  are  often  greatly  prized  as  the  chief  reading  obtain- 
able. And  if  the  school  cannot  be  kept  open  during  the 
winter  even  by  this  influence,  the  library  is  sure  to  lead  the 
school  to  reorganize  and  open  as  early  as  possible  in  the 
spring.  The  library,  if  wisely  selected,  supplements  the 
teaching  of  the  school  and  by  giving  uneasy  children  some- 
thing to  do,  aids  greatly  in  keeping  the  Sabbath  holy. 
The  library  carries  the  work  of  the  Sunday  School  into 
the  homes.  In  nearly  every  school  are  the  children  of 
people  who  do  not  go  to  Sunday-school  themselves  or  even 
to  church.  The  only  religious  influences  they  receive  are 
from  their  children  as  these  children  bring  home  the  influ- 
ences of  the  Sunday-school.     In  such  cases  the  chances 

153 


154      MANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[part  I.  §  6,  CH.  i. 
are  that  the  children  will  repeat  at  home  much  that  they 
have  learned  at  school.  But  such  influences  are  necessarily 
fragmentary.  If  in  addition  they  bring  home  an  attract- 
ive book,  well  printed  and  illustrated,  it  will  probably  be 
read  by  many  in  the  family  who  are  not  in  Sunday- 
school, — by  the  young  people,  by  the  mother  and  possi- 
bly by  the  father. 

Should  be  Suitable  for  Sunday  Reading.  There 
are  abundant  reasons  why  the  books  selected  for  the  Sun- 
day-school library  should  be  only  those  which  are  suit- 
able for  Sunday  reading.  A  different  principle  of  selec- 
tion often  prevails,  and  books  are  placed  on  the  library 
shelves  which,  though  they  may  be  high-toned  and  in- 
structive, have  nothing  to  do  with  religion.  It  is  said 
that  the  purpose  of  the  library  should  be  to  supply  read- 
ing through  the  week,  to  elevate  and  educate  intellectu- 
ally as  well  as  to  train  religiously.  But  this  is  certainly  a 
mistake.  The  Sunday-school  is  distinctly  a  religious  in- 
stitution, and  should  not  attempt  to  cover  the  whole 
range  of  education.  Its  influence  is  dissipated  if  it  as- 
sumes a  secular  aspect.  The  Sunday-school  library 
should  be  strictly  one  that  is  helpful  to  the  religious  life. 
It  should  be  selected  on  the  same  principles  on  which  the 
books  of  the  Bible  find  a  place  under  one  cover.  In  the 
Bible  is  literature  of  every  kind,  science,  history,  biogra- 
phy, poetry,  fiction,  philosophy,  theology,  but  all  has  one 
distinct  and  marked  aim, — it  throws  light  upon  the  rela- 
tions of  God  and  man  and  the  duties  of  man  both  to  God 
and  to  his  fellow-man.  So  a  Sunday-school  library, 
while  welcoming  books  in  all  departments  of  literature, 
must  receive  only  those  which  directly  tend  to  the  up- 
building of  a  religious  life.  The  great  reason  for  this  is 
that  the  Sunday-school  library  is  sure  to  be  read  on  the 
Sabbath  after  the  school  is  over,  and  the  fresh  and  ap- 


THE  SUNDAY  SCHOOL   LIBRARY.  155 

PART  I.  §  6,  CH.  i.] 

petizing  books  are  taken  home.  The  school  library  has 
much  to  do  in  determining  the  tone  of  the  Sabbath  day. 
It  often  depends  on  the  library  whether  the  impressions 
of  the  lesson  in  the  school  shall  be  deepened  or  dissi- 
pated. The  Sunday-school  library  is  the  avenue  to  the 
hearts  of  many  in  the  homes  who  are  not  in  the  school. 
By  all  means,  then,  let  it  be  chosen  with  reference  to  its 
religious  influence. 

If  it  be  deemed  necessary  that  some  provision  be  made 
for  secular  reading  during  the  week, — and,  of  course,  this 
of  itself  is  very  desirable, — let  this  be  done  by  some  other 
agency  than  the  Sunday-school.  Let  there  be  a  town 
library,  recognized  as  secular  and  given  out  on  that  basis. 
The  two  libraries  may  be  under  the  same  roof,  but  the 
town  library  should  not  be  open  at  the  same  time  with 
the  school  library,  but  rather,  on  a  week-day,  and  thus 
the  two  libraries  will  not  be  confounded.  In  a  certain 
quiet  rural  community,  a  little  town  library  has  been 
located  in  the  vestry  of  the  only  church  in  the  place  and 
its  books  are  given  out  at  the  week  night  meeting.  This 
is  a  far  better  way  than  to  put  the  books  of  the  town  li- 
brary into  the  Sunday-school  library  and  give  them  out 
from  it. 

But  How  Shall  the  Library  be  Selected  ?  Books 
should,  if  possible,  be  carefully  read  before  purchase  by  a 
judicious  committee.  This  is  the  surest  method,  but 
often  one  not  possible.  In  such  a  case  let  the  purchase 
be  made  of  publishers  or  booksellers  who  know  their 
books,  and  can  be  relied  on  to  furnish  only  those  which 
are  suitable.  Lists  of  more  or  less  value  are  made  up 
from  time  to  time  by  various  parties  to  guide  in  the  selec- 
tion of  good  books.  The  imprint  of  certain  religious 
publishing  houses  ought  to  be  a  sufficient  guarantee  that 
a  book  is  fitted  for  Sabbath  reading.     Sunday-school  mis- 


156      MANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[PART  I.   §  6,  CH.  i. 

sionaries  should  be  sufficiently  familiar  with  the  best 
books  to  be  able  to  give  good  advice  on  this  matter. 

A  Reference  Library  for  Teachers.  This  is  some- 
thing exceedingly  desirable  when  a  school  can  afford  it. 
We  know  such  a  library  which  stands  open  all  the  time 
in  a  Sunday-school  room,  accessible  to  the  teachers  with- 
out restriction.  It  contains  commentaries,  dictionaries 
and  other  books  of  reference,  books  on  the  Sunday- 
school,  treatises  on  teaching  and  the  like.  It  is  greatly 
prized  and  much  used  by  the  teachers  in  the  school. 
Not  every  teacher  can  afford  the  helps  which  are  needful. 
The  school  which  desires  its  teachers  to  do  their  best 
work  will,  if  possible,  provide  them  with  such  helps. 
Such  a  library  should  contain  the  latest  and  best  com- 
mentaries, recent  discussions  on  the  Sunday-school  and 
on  pedagogy,  maps,  dictionaries  and  other  works  of  ref- 
erence and  books  of  general  introduction  to  both  Old 
and  New  Testaments. 

How  TO  Secure  New  Books. 

1.  A  po7'tion  of  the  school  fund  should  he  set  aside 
for  the  purchase  of  new  books  if  possible. 

2.  Let  each  class  in  turn  give  a  book, — say  one  class 
each  month  or  in  larger  schools  one  class  each  week, — 
the  book  to  be  approved  by  the  library  comniittee. 

3.  Let  the  gift  of  books  by  individuals  {subject  to  the 
approval  of  the  library  committee^  be  also  encouraged. 

4.  Ln  this  case  and  the  preceding  let  a  special  label 
be  prepared  oxv  which  the  donor's  name  is  inscribed,  and 
when  the  book  comes  into  the  library,  let  it  be  mentioned 
and  the  name  of  the  class  or  individual  donating  it  be 
stated. 

5 .  Let  neighboring  schools  exchange  libraries  or  parts 
of  libraries.  Sunday-school  missionaries  can  often  facili- 
tate  such  exchanges. 


THE  SUNDAY  SCHOOL  LIBRARY.  157 

PART  I.  §  6,  CH,  i.] 

6.  Strong  schools  should  give  their  laell-read  books  to 
needy  schools,  or  they  may  wisely  send  out  loan  libraries 
to  branch  schools  in  outlying  districts. 

Duties  of  the  Librarian. 

1 .  He  should  value  his  work.  He  should  love  books 
and  appreciate  the  power  of  good  literature  in  the  com- 
munity and  should  magnify  his  office. 

2.  He  should  promote  the  best  use  of  the  library. 
To  this  end 

a.  He  must  have  a  good  catalogue. 

b.  He  should  make  a  statement  whenever  new  books 
are  added,  showing  their  character  and  value. 

c.  He  should  keep  exposed  a  list  of  the  newest  books. 

d.  He  should  by  quiet  commendation  and  personal 
influence  try  to  guide  the  pupils  in  their  selection  of 
books.  The  teacher  should  supplement  this  effort  of  the 
librarian  and  do  all  possible  to  cultivate  the  right  taste. 

e.  He  should  have  the  best  method  of  charging 
books.  It  must  be  known  who  has  each  book,  and  how 
long  he  has  had  it.  The  old  method  was  to  trace  every- 
thing by  the  one  who  takes  out  the  book.  A  better  way 
is  to  trace  the  book  itself.  A  new  form  of  a  library  ac- 
count book  has  been  made  on  this  basis,  and  it  has  been 
found  to  be  very  serviceable. 

Character  of  the  Librarian.  Evidently,  if  such 
are  the  duties  of  the  librarian,  he  ought  to  be  a  superior 
man.  It  is  not  the  wisest  policy  to  choose  a  young  man, 
who  is  simply  competent  to  pass  out  the  books  that  are 
called  for,  and  keep  a  correct  record  of  them.  Often  the 
place  is  given  to  such  a  young  man  because  he  is  restless 
and  disinclined  to  stay  in  his  class  and  this  seems  the  best 
way  to  hold  him.  This  may  be  an  excellent  plan  so  far 
as  the  young  man  is  concerned,  but  it  is  not  a  good  plan 
for  the  school.     It  is  far  better  to  select  a  thoughtful  and 


158      MANUAL  OF  SUNDAY-SCHOOL  3IETII0DS. 

[part  I.  §  6,  CH.  i. 
earnest  Christian,  one  who  appreciates  the  importance  of 
good  Hterature,  who  beUeves  a  Hbrary  can  be  made  a 
power  in  a  community,  who  is  eager  to  exert  an  influence 
for  good  through  his  hbrary  and  who  is  ambitious  both 
to  make  the  Hbrary  what  it  should  be  and  to  develop  its 
use  among  others. 


CHAPTER  II. 

SUNDAY-SCHOOL   SUPPLIES. 

A  Lir.RARY  is  by  no  means  all  the  outfit  that  is  desir- 
able in  a  well-ordered  Sunday-school.  A  large  variety 
of  supplies  is  now  prepared  for  Sunday-school  use,  some 
of  which  are  of  great  value  in  order  to  secure  success  in 
Sunday-school  work.  Others  are  helpful  but  can  be  dis- 
pensed with  without  serious  loss.  No  country  school 
which  has  a  library  and  a  blackboard,  with  a  few  Sunday- 
school  papers,  need  feel  that  it  is  seriously  hampered  in 
its  work. 

Sunday-school  Papers.  It  is  desirable  to  have  Sun- 
day-school papers  for  distribution,  and  often  they  are 
available  when  the  library  is  not.  Few  schools  can 
boast  of  a  reference  library  for  its  teachers,  but  there  is 
scarcely  a  Sunday-school  where  the  teachers  cannot  com- 
bine in  a  club  and  obtain  some  choice  publication  to  aid 
them  in  the  study  of  the  lesson.  For  the  younger  classes 
Sunday-school  papers  are  more  important  than  library 
books.  These  classes  are  ordinarily  too  young  to  appre- 
ciate or  even  to  read  a  library  book.  They  are  also  liable 
to  lose  or  at  least  to  injure  such  books.  A  library  would 
soon  be  worthless  that  was  allowed  to  pass  through  their 
hands.  But  an  attractive  paper,  prepared  for  the  little 
folks,  neatly  printed  and  fully  illustrated,  is  admirably 
adapted  to  their  needs.  Such  papers  are  now  furnished 
at  a  small  price  by  many  publishing  houses. 

Lithographic  Wall  Pictures  and  Picture  Cards. 
These  have  come  to  be  quite  indispensable  for  the  smaller 

159 


160      MANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[PART  I.  §  6,  CH.  ii. 

classes  and  are  to  be  had  in  great  variety.  For  colored 
wall  pictures  nothing  can  be  so  easily  secured  as  large, 
highly-colored  lithographs  of  Bible  scenes.  These  are 
designed  to  hang  on  the  wall  or  on  a  frame  in  the  sight 
of  the  children  and  can  readily  be  seen  across  a  room. 
Small  picture  cards  are  now  prepared  to  be  given  out  to 
the  individual  members  of  the  school,  and  as  these  have 
a  beautifully  colored  picture  on  one  side  and  suitable 
questions  and  answers  on  the  other,  they  are  well  adapted 
to  interest  and  instruct  the  little  people.  When  the  cards 
are  taken  home,  as  they  always  are,  where  parents,  care- 
less of  religious  matters  and  neglectful  of  church,  ex- 
amine them,  the  influence  of  the  cards  in  modifying  the 
home  is  most  helpful. 

Then  there  are  now  many  volumes  containing  choice  engravings, 
illustrating  the  scenery  of  Bible  lands  or  reproducing  famous  pic- 
tures representing  Bible  scenes.  Photographs  are  also  to  be  had 
in  limitless  variety  reproducing  these  same  subjects,  and  a  collec- 
tion of  such  photographs,  suitably  mounted,  is  exceedingly  valu- 
able in  teaching  many  portions  of  the  Bible.  Where  a  Sunday- 
school  can  afford  it,  it  is  wise  to  have  a  supply  of  such  pictures  for 
the  use  of  its  teachers. 

Maps.  These  are  of  the  first  importance,  for  it  is  im- 
possible to  teach  the  lessons  of  the  Bible  correctly  without 
their  use.  The  maps  that  are  in  the  Teachers'  Bible,  or 
the  Lesson  Quarterlies,  are  helpful ;  but  it  is  desirable  to 
have  large  maps  on  which  the  eye  of  the  pupil  shall  con- 
stantly fall.  When  possible,  there  should  be  a  set  of 
maps  hung  on  stout  spring  rollers  and,  when  not  in  use, 
rolling  up  into  a  box.  They  are  thus  kept  out  of  sight 
when  not  needed,  and  preserved  from  damage.  A  map 
of  Bible  lands,  another  of  Egypt  and  Sinai,  another  of 
Palestine  in  the  time  of  the  Judges,  another  of  the  same 
country  in  the  time  of  Israel  and  Judah,  another  of  Pales- 


SUNDAY-SCHOOL  SUPPLIES.  161 

TART  I.  §  6,  CH.  ii.] 

tine  in  the  time  of  Christ,  another  of  the  Apostle  Paul's 
journeys,  should  be  included  in  this  collection. 

There  are  also  outline  maps  on  which  no  names  are  printed, 
designed  to  be  used  as  tests  of  knowledge  regarding  the  map. 
Added  value  is  given  to  either  of  these  maps  by  mounting  them  on 
a  board,  and  then  boring  holes  through  the  map  into  the  board  at 
certain  places  so  that  differently  colored  pegs  can  be  stuck  into  the 
holes  to  indicate  various  things,  as  for  example,  a  city,  the  course 
of  the  Children  of  Israel  in  the  wilderness,  the  sojourning  places 
of  our  Lord  and  the  like.  Or,  if  it  is  preferred,  small  labels  of 
different  colors,  suitably  gummed,  may  be  affixed  to  the  maj)  to 
save  it  from  being  mounted  on  a  board  or  defaced  by  the  gimlet. 
An  ingenious  method  of  preparing  such  maps  has  been  suggested, 
viz :  to  paste  the  map  on  a  piece  of  sheet  iron  and  then  to  use  for 
the  objects  that  it  is  desired  to  move  from  place  to  place  on  the 
map  small  bits  of  magnetized  iron  fashioned  in  suitable  shapes. 
These  magnets  leave  no  marks  and  so  do  not  deface  the  map,  while 
they  can  be  instantly  changed  from  one  location  to  another. 

But  besides  these  maps  there  are  others  of  great  value.  There 
are  dissected  maps,  putty  maps,  sand  maps  and  blackboard  maps. 
Such  maps  serve  an  excellent  purpose  for  temporary  use  and  are 
specially  helpful  to  little  children.  Sand  maps  are  to  be  built  up 
by  the  children  when  studying  a  lesson.  Putty  maps  are  of  a  more 
permanent  nature.  When  once  fashioned  on  a  rimmed  board,  care- 
fully shaped,  allowed  to  harden,  and  then  properly  colored,  they 
make  admirable  raised  maps  to  illustrate  the  elevation  of  mountain, 
plain,  valley,  stream,  and  lake.  Their  expense  is  trifling  compared 
with  that  of  the  raised  maps  of  papier  mache  to  be  bought  at  book 
stores,  though  of  course  tliey  cannot  compare  with  the  latter  for 
finish  and  accuracy. 

A  Mimeograph  or  Printing  Press.  Some  modern 
device  for  reproducing  programs,  examination  papers, 
notices,  questions,  etc.,  is  very  desirable.  In  a  small 
school  a  mimeograph  will  do.  In  a  large  school  a  print- 
ing press,  managed  by  the  older  boys,  is  found  to  be  an 
interesting  and  valuable  adjunct. 


1G2       3IANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[TART  1.  §  6,  CII.  ii. 

1 .  Advafitages .  The  chief  advantages  of  the  mimeo- 
graph or  printing  press  are  these  :  a.  It  continues  the 
work  of  teaching  long  after  the  voice  is  silent,  b.  It 
appeals  to  the  eye,  and  so  strengthens  the  impressions 
made,  and  develops  the  memory,  c.  It  honors  and 
dignifies  various  important  occasions,  when  programs, 
tickets  and  the  like  are  needed,  such  as  anniversaries  and 
concerts,  d.  It  makes  certain  desirable  things  easy,  if 
not  possible, — such  as  special  opening  exercises,  specially 
composed  music  and  written  review  examinations. 

2.  Uses  of  the  niiineograph  or  printing pi'ess.  Some 
of  these  uses  have  already  been  suggested,  but  it  may  be 
worth  while  to  make  as  complete  a  list  as  possible  of 
those  things  which  can  be  prepared  by  type  or  mimeo- 
graph. 

In  this  way  the  school  can  be  supplied  with  programs,  lists  of 
officers,  manual  of  the  school  and  lists  of  classes  and  members, 
honor  rolls,  calendars  of  meetings,  examination  papers,  notices  for 
the  week,  annals  and  statistics  of  attendance  regarding  the  previous 
week,  the  lessons  for  the  year,  special  opening  and  closing  exer- 
cises, special  hymns  or  music,  concert  exercises,  topics  for  reviews 
and  the  like.  Such  things  are  often  for  sale  already  printed  in  our 
publishing  houses,  but  generally  a  school  desires  something  spe- 
cially adapted  to  its  own  condition  and  needs.  A  monthly  paper 
is  sometimes  prepared  and  printed  by  a  large  school.  This  may  be 
found  to  be  of  great  advantage  in  disseminating  the  news  of  the 
school,  aiding  the  study  of  the  lesson  and  developing  a  school 
spirit. 

The  Blackboard  is,  of  course,  indispensable  in  the 
Sunday-school.  Great  use  can  be  made  of  it  in  skillful 
hands  and  even  one  not  expert  with  the  crayon  can 
emphasize  the  lesson  on  the  board  as  in  no  other  way. 
The  board  can  be  obtained  in  all  styles  and  prices.  It  is 
desirable  to  have  one  mounted  in  such  a  fashion  that  it 


SUNDAY-SCHOOL  SUPPLIES.     •  163 

PART  I.   §  6,  CH.  ii.] 

can  be  swung  around  so  as  to  show  the  reverse  side.  It 
may  be  found  convenient  in  some  schools  to  use  linoleum 
for  blackboard  purposes.  This  can  be  obtained  cheaply 
and  when  tacked  on  the  wall  often  proves  every  way 
serviceable.  Besides  a  blackboard  large  sheets  of  Man'la 
paper  with  colored  crayons  are  often  very  convenient, 
especially  for  review  purposes.  These  sheets  can  be  pre- 
served and  so  made  to  serve  more  than  one  use.  At 
times  also  it  is  found  to  be  well  to  supply  classes  with 
slates  or  pads  of  paper  and  pencils.  Each  member  of 
the  class  can  then  draw  maps  or  write  exercises  at  the 
dictation  of  the  teacher. 

A  Stereopticon.  Some  of  the  best  schools  are  now 
securing  and  using  a  stereopticon.  This  is  a  very  de- 
sirable school  adjunct.  Slides  can  easily  be  purchased  or 
rented  illustrating  everything  connected  with  Bible  study. 
Nothing  could  be  more  attractive  and  useful  as  the  school 
studies  the  life  of  Christ,  the  lives  of  the  apostles,  the 
history  of  Old  Testament  times,  the  parables,  the  history 
of  the  church,  than  to  supplement  such  study  by  an 
occasional  illustrated  lecture.  Of  course  the  expense  of 
such  a  stereopticon  is  large  and  only  the  strongest  schools 
can  afford  it. 

Museum  of  Bible  Curiosities.  It  is  easy  in  these 
days  to  secure  a  collection  of  specimens  illustrating  the 
articles  frequently  referred  to  in  Scripture  but  not  much 
known  outside  of  Palestine.  It  is  impossible  to  make 
certain  objects  distinctly  understood  by  definition.  They 
must  be  seen  in  order  to  be  clear  in  the  mind.  There  is 
nothing  like  the  Oriental  sackcloth  in  this  country  or  the 
inkstand  of  Bible  times  or  ''the  husks  which  the  swine 
did  eat."  Many  seeds  and  w^oods,  gums,  nuts,  garments 
and  the  like,  peculiar  to  the  Orient,  are  mentioned  in  the 
Bible.     Every  thoroughly  equipped  Sunday-school  should 


164      MANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[PART  I.  §  6,  cii.  ii. 

have  a  cabinet  of  such  curiosities,  perhaps  one  for  each 
department ;  while  the  teacher  of  an  individual  class  may 
often  well  afford  to  own  one  of  the  smaller  *'  Bible  cab- 
inets "  now  prepared. 

There  are  several  collections  of  articles, — such  as  cassia,  frank- 
incense, henna,  myrrh,  tares, — for  the  most  part  put  up  in  small 
bottles  and  neatly  packed  in  a  small  box.  Much  larger  and  more 
complete  outfits  of  Biblical  curiosities  are  also  supplied.  There  are 
also  to  be  had  albums  of  dried  and  pressed  plants  from  the  Holy 
Land.  They  serve  an  admirable  purpose  in  illustrating  Scripture. 
It  is  also  possible  to  obtain  models  of  threshing  machines,  Oriental 
houses,  plows,  hand-mills,  and  a  great  variety  of  other  articles  men- 
tioned in  the  Bible.  These  are  of  much  interest  and  useful  in 
teaching  by  the  object  lesson  method,  A  model  of  the  tabernacle 
is  a  great  help  in  promoting  study  and  illustrating  gospel  teachings. 
Such  a  model  is  novi'  occasionally  manufactured  for  sale,  but  it  is 
not  difficult  for  any  ingenious  workman  to  prepare  one  for  school 
use. 


CHAPTER  III. 

SUNDAY-SCHOOL    REWARDS. 

Rewards  Desirable.  It  has  been  found  desirable  in 
all  systems  of  educating  the  young  to  devise  some  method 
of  stimulating  pupils  to  do  their  best  work.  The  best 
stimulus  is,  of  course,  a  proper  appreciation  of  the  value 
of  education,  but  such  an  appreciation  comes  only  by 
education,  and  hence  is  not  available  at  first,  while  in 
addition  other  forms  of  encouragement  are  helpful  and 
desirable. 

Two  Methods  of  Reward.  Our  best  public  schools 
adopt  to  a  certain  extent  two  methods  of  reward,  one  on  a 
pecuniary  basis,  consisting  of  prizes,  scholarships  and  the 
like ;  the  other  an  appeal  to  self-respect,  and  consisting 
of  credit  marks  or  honors.  A  marking  system  of  some 
sort  with  honorable  mention  for  some  and  special  places 
on  anniversary  days  for  others,  is  of  much  use.  The 
Sunday-school  may  to  a  certain  extent  build  on  the 
experience  of  secular  schools  and  adopt  both  these 
methods  of  reward  under  limitation. 

For  What  Rewards  May  be  Used. 

1.  Regularity  in  attendance  and  promptness  are  most 
likely  to  be  rewarded  in  school.  Probably  the  reason  is 
because  they  are  so  easily  noticed  and  have  so  much  to 
do  with  the  outward  prosperity  of  the  school.  One  large 
school  pursues  the  plan  of  giving  away  a  fine  paper  to  all 
of  the  school  who  are  not  tardy,  and  only  to  them. 

2.  Bringing  ifi  pupils.  This  is  another  Sunday- 
school  virtue  which  is  likely  to  be  rewarded.  Such 
missionary  effort  is  desirable  and  needs  to  be  cultivated. 

1G5 


166      31  AN  UAL  OF  SUNDAY-SCHOOL   BIETIIODS. 

[PART  I.  §  6,  CH.  iii. 

What  would  become  of  our  Sunday-schools  if  we  were  not 
constantly  bringing  in  new  members  ?  There  is  a  practical 
merit  in  securing  new  pupils  which  deserves  recognition 
and  reward.  To  do  this  is  a  crude  effort  toward  carry- 
ing out  our  Lord's  command  to  go  out  into  the  highways 
and  hedges  and  bring  in  those  found  there  to  the  gospel 
feast.  It  is  well  worth  while  to  develop  the  spirit  of  soul- 
saving  among  the  young  and  to  train  them  to  seek  and  to 
win  others  to  better  ways. 

3.  Good  lessons.  These  also  are  worthy  of  com- 
mendation and  encouragement.  Memorizing  Scripture, 
which  is  very  important,  may  well  be  rewarded.  Among 
the  treasures  of  one  who  was  in  Sunday-school  over  fifty 
years  ago  is  a  certificate  neatly  framed,  setting  forth  that 
the  person  named  in  the  certificate  had  committed  the 
whole  of  the  Westminster  Catechism  to  memory  and  re- 
cited it  accurately  in  the  Sunday-school.  In  these  days 
we  are  memorizing  the  Scripture  rather  than  catechisms 
in  the  Sunday-school.  Why  should  not  neat  certificates 
be  issued  for  accomplishments  in  this  direction  ? 

Available  Gifts  and  Honors.  Among  the  gifts 
which  are  feasible  are  Bibles.  There  are  very  few  young 
people  who  are  not  glad  to  get  a  Bible.  This  is  true  even 
in  the  families  of  the  well-to-do.  Much  more  is  it  true 
in  the  rural  districts,  where  Bibles  are  scarce.  In  desti- 
tute neighborhoods,  where  Bibles  ought  to  be  given  away  to 
meet  the  need,  they  may  often  be  so  judiciously  given  as 
to  make  them  a  reward  for  special  faithfulness  in  the  Sun- 
day-school. In  primary  schools  gift  cards  or  tickets  are 
often  found  serviceable  in  promoting  attendance  and 
promptness. 

Among  the  honors  which  may  awaken  a  healthy  spirit  of  emula- 
tion and  a  desire  to  do  better,  several  things  may  be  mentioned. 
A  banner  to  stand  by  the  class  that  has  the  best  record  for  a 


SUNDAY-SCHOOL  REWARDS.  167 

PART  I.  §  6,  CH.  iii.] 

week  or  a  month  or  a  quarter  in  attendance,  or  for  scholarsliip,  or 
for  benevolence,  or  for  whatever  it  is  desired  specially  to  stimulate 
in  the  school,  has  often  been  used  to  advantage.  A  roll  of  honor 
is  made  out  in  some  schools  and  hung  up  near  the  entrance  for  six 
months  or  a  year  to  be  seen  and  pondered  by  all  the  school,  as  the 
pupils  pass  it  on  entering  or  departing.  Promotions  with  certifi- 
cates to  the  effect  that  such  and  such  work  has  been  done,  are 
effective  and  ought  to  be  more  widely  introduced.  Sometimes  it 
has  been  found  well  to  place  a  book  in  the  library  with  a  suitable 
label,  or  to  hang  a  fine  picture  or  map  on  the  wall  of  the  school- 
room, in  commemoration  of  admirable  work  done  by  one  class  or 
another.  Such  a  memorial  given  by  the  members  of  the  school, 
in  evidence  of  their  pleasure  at  certain  excellences  in  a  school- 
mate, is  sure  to  be  greatly  prized,  and  is  likely  to  act  as  an  incen- 
tive to  classes  that  follow.  Nothing  is  more  likely  to  gratify  a 
class  and  to  encourage  it  to  do  its  best  than  a  memorial  to  remain 
in  future  years  as  a  witness  of  its  special  excellence. 


CHAPTER  IV. 

SUNDAY-SCHOOL   ARCHITECTURE. 

Take  What  We  Can  Get.  In  the  matter  of  Sunday- 
school  architecture  we  are  generally  obliged  to  take  what 
we  can  get.  Sunday-schools  in  outlying  country  districts 
are  often  fortunate,  if  they  have  any  place  to  meet,  a  dis- 
trict schoolhouse,  a  grange  hall,  a  farmer's  kitchen,  a 
barn.  Schools  in  connection  with  churches  often  have 
no  satisfactory  room,  but  have  to  meet  in  the  regular 
audience  room  of  the  church  with  its  immovable  pews.  It 
is  only  within  a  few  years,  comparatively,  that  the 
churches  have  recognized  the  desirability  of  fitting  up 
rooms  on  a  special  design  to  meet  the  needs  of  the  Sun- 
day-school. It  is,  however,  not  so  difficult  as  might  at 
first  thought  appear  to  refit  an  old-fashioned  vestry  or 
chapel  in  such  a  way  as  to  make  it  admirably  adapted  for 
school  purposes.  The  wooden  chapel  connected  with  a 
certain  church  in  a  thriving  village  was  a  large,  square, 
barn-shaped  room,  without  any  modern  conveniences  for 
school  uses,  but  an  energetic  Sunday-school  man  saw  the 
possibilities  in  it,  raised  a  sum  of  money  sufficient,  and 
presently,  by  putting  in  galleries,  by  partitioning  off  a 
dozen  small  rooms  on  the  end  of  the  main  audience  room, 
upstairs  and  down,  and  by  fitting  all  with  sliding  doors, 
he  completely  made  over  the  place  into  a  modern  Sun- 
day-school building  with  the  most  approved  and  conven- 
ient appliances.     And  all  this  was  done  at  small  cost. 

Togetherness  and  Separateness.  The  principles 
of  good  school  architecture  are,  as  Dr.  Vincent  has  well 
168 


SUNDAY-SCirOOL  AllCIIlTECTUEE.  1G9 

PART  I.  §  6,  CI  I.  iv.] 

said,  "togetherness"  and  '* separateness."  These  are 
best  secured  by  a  common  meeting-place  for  opening  and 
closing  exercises,  with  separate  rooms  for  individual 
classes  opening  into  this  common  room,  but  easily  closed, 
so  that  the  classes  can  carry  on  their  study  without  inter- 
ruption. Churches  that  are  able  are  now  providing  for 
their  Sunday-schools  on  this  plan.  Many  churches,  east 
and  west,  are  now  admirably  fitted  out  in  this  respect. 

It  is  often  found  possible  to  secure  these  advantages 
to  a  considerable  extent  by  introducing  sliding  par- 
titions, rolling  doors,  or  even  by  screens  or  curtains. 
Such  arrangements  are  often  the  only  things  possible  in  a 
destitute  neighborhood.  They  are  far  better  than  nothing 
and  serve  an  admirable  purpose. 

The  Furniture  in  a  Sunday-school  room  should  be 
plain.  Articles  are  wanted  in  the  schoolroom  for  use, 
and  if  too  fine  will  hinder  the  usefulness  of  the  school. 
The  main  things  to  consult  are  convenience  and  comfort. 
It  is  not  wise  to  leave  everything  in  the  schoolroom  so 
hard  and  uncomfortable  that  young  people  will  stay  away 
rather  than  submit  to  them.  Nor  is  it  desirable  to  have 
things  so  easy  and  comfortable  that  the  practical  use  of 
them  is  made  difhcult.  In  the  schoolroom  movable 
chairs  are  more  desirable  than  settees.  This  makes  it 
possible  to  arrange  the  chairs  in  a  half  circle  so  that  the 
teacher  can  be  surrounded  by  his  class  and  yet  face  them 
all. 

Much  more  might  be  said  in  regard  to  Sunday-school 
architecture,  but  in  a  brief  manual  like  this,  it  is  impos- 
sible to  treat  the  subject  with  the  fullness  it  deserves 


Section  7.     The  Sunday-school  Under  Various 

Conditions, 

CHAPTER  I. 

how  to  establish  new  sunday-schools. 

Responsibility  of  Christians  for  this  Work. 
There  is  no  question  that  one  important  form  of  building 
up  Christ's  kingdom  is  by  estabhshing  Sunday-schools 
where  none  exist,  especially  in  needy,  outlying  neighbor- 
hoods. There  are  various  Avays  by  which  communities 
can  be  brought  under  Sunday-school  influences. 

1.  Bruig  the  diildren  to  school.  In  some  cases  it  is 
enough  to  bring  children  and  others  into  schools  already 
established. 

2.  Home  departjnent.  If  attendance  is  impossible 
it  may  be  wise  to  organize  and  push  home  department 
work. 

3.  Let  a  church  maintain  branch  schools.  In  other 
cases  the  nearest  church  is  able  to  reach  the  territory  sur- 
rounding it  by  establishing  and  sustaining  branch  schools. 
There  is  a  Reformed  Church  in  New  Paltz,  N.  Y.,  which 
is  a  model  in  this  respect.  It  is  the  church  of  command- 
ing influence  in  a  large  farming  territory  of  God-fearing 
people.  There  is  a  vigorous  home  school,  and  not  less 
than  seven  branch  schools,  all  under  the  care  of  church 
officers.  It  is  a  beautiful  sight  when  these  eight  schools 
all  meet  in  the  church  together  for  the  anniversary. 
Every  church  ought  to  feel  a  similar  responsibility  for  its 

170 


HOW  TO  ESTABLISH  NEW  SUNDAY  SCHOOLS.  171 

TART  I.  §  7,  CH.  i.] 

vicinage,  and  cultivate  it  thoroughly  in  the  interests  of 
Christ's  kingdom.  If  tliere  are  two  or  more  churches  in 
a  village,  and  the  outlying  districts  are  similarly  divided 
by  denominational  preferences,  it  is  well  for  these 
churches  to  combine  and  to  make  their  schools  in  the 
outlying  districts  strictly  union.  In  this  way  they  will 
reach  many  more  than  by  making  the  schools  denomina- 
tional and  will  be  able  to  maintain  their  hold  upon  them. 
If  more  of  this  missionary  Sunday-school  work  were 
undertaken  by  our  churches,  more  of  our  churches  would 
be  self-supporting,  the  piety  of  these  churches  would  be 
of  a  higher  type,  while  many  an  outlying  neighborhood 
would  no  longer  be  the  moral  desert  it  now  is.  We  know 
a  centre  in  the  midst  of  a  large  agricultural  neighbor- 
hood. The  church  at  the  centre  once  had  half  a  dozen 
or  more  branch  Sunday-schools  in  as  many  outlying  dis- 
tricts. Now  they  are  all  abandoned ;  the  people  where 
those  schools  were  located  have  given  over  the  habit  of 
church-going;  while  the  church  itself  is  no  longer  the 
vigorous  and  prosperous  church  it  once  was.  The 
neglect  of  missionary  activity  is  sure  to  lead  to  church 
decline. 

4.  Aid  Sunday-school  missionary  or ga7iizations.  Every 
church,  either  through  its  regular  channels  of  benevolence, 
or  through  its  Sunday-school,  ought  to  share  in  the  estab- 
lished methods  of  Sunday-school  missionary  work  through 
regular  missionary  organizations.  A  very  few  of  the  de- 
nominations in  this  land  have  Sunday-school  societies  of 
their  own,  designed  to  establish  Sunday-schools  where 
needed,  and  these  societies  are  doing  vigorous  work. 
The  American  Sunday-School  Union,  which  antedates 
them  all,  is  also  an  agency  of  God's  people  in  this  work, 
being  supported  by  Christians  of  all  evangelical  denomi- 
nations, aiming  to  go  into  neighborhoods  where  denomi- 


172      MANUAL  OF  SUNDAY-SCHOOL  3IET1I0DS. 

[PART  I.   §  7,  CH.  i. 

national  work  does  not  exist  or  would  not  avail,  and 
always  working  with  the  intent  to  bring  souls  to  Christ 
and  to  strengthen  the  churches.  When  we  consider  that 
there  are  in  this  country  not  less  than  11,000,000  of 
children  between  the  ages  of  five  and  twenty-one  in- 
clusive, who  are  not  in  Sunday-school,  and  that  all  our 
agencies  combined  do  not  bring  more  than  200,000  of 
these  children  into  Sunday-school  each  year,  it  is  evident 
that  there  is  abundant  room  for  all  these  agencies  of 
good. 

Methods  of  the  American  Sunday-School  Union. 
The  methods  of  all  these  Sunday-school  societies  are 
largely  the  same,  except  that  the  American  Sunday- 
School  Union  makes  a  distinct  and  special  feature  of 
union  work.  A  description  of  the  methods  of  this  so- 
ciety will,  therefore,  illustrate  in  general  the  method  that 
must  be  pursued  by  all  missionary  organizations  in  es- 
tablishing Sunday-schools. 

I,  The  missionary  calls.  The  first  step  is  for  the 
missionary  to  call  on  the  pastors  and  leading  church 
people  nearest  to  the  neighborhood  where  there  is  as  yet 
no  school.  He  desires  their  sympathy  and  cooperation. 
He  would  enlist  their  support  of  the  school  after  he  is 
gone.  He  needs  their  advice  as  to  what  it  is  best  to  do. 
No  wise  missionary  will  needlessly  arouse  the  prejudices, 
or  ignore  the  rights  of  neighboring  pastors  and  churches 
in  any  work  he  may  undertake.  But  this  is  not  all. 
Having  met  an  encouraging  reception  from  Christians, 
he  then  proceeds  to  the  district  where  he  proposes  to 
work  and  makes  a  thorough  canvas  of  the  community. 
He  calls  from  house  to  house ;  talks  with  the  father  and 
mother ;  sees  the  children,  if  possible ;  gathers  what 
statistics  are  necessary ;  awakens  interest  in  regard  to  the 
proposed  school  and  secures  pledges  of  attendance.     He 


now  TO  ESTABLISH  NEW  SUNDAY-SCHOOLS.  173 

PART  I.   §  7,  CH.  i.] 

seldom  leaves  a  house  without  a  Christian  word  and  a 
brief  prayer.  He  also  often  leaves  a  Bible  or  other  good 
Christian  literature. 

2.  Place  of  meeting  secured.  In  the  course  of  these 
calls  he  learns  the  best  place  to  hold  the  proposed  school, 
— generally  a  public  schoolhouse, — ascertains  who  have 
the  authority  to  allow  the  use  of  the  school  building  and, 
before  his  calls  are  ended,  he  has  seen  the  school  com- 
mittee and  obtained  permission  to  use  the  schoolhouse. 
When  this  cannot  be  had,  perhaps  a  spacious  room  in 
some  farmer's  house  will  serve. 

3.  Meeting  for  organization.  The  district  is  called 
together  for  a  meeting  to  organize  a  school.  The  mis- 
sionary addresses  those  present  and  explains  the  project 
fully.  He  then  obtains  a  vote  for  a  school  and  calls  for 
the  election  of  officers,  viz  :  a  superintendent,  a  secretary 
and  treasurer.  Generally  he  has  learned  by  this  time 
whom  the  people  consider  best  adapted  to  be  the  superin- 
tendent, and  ordinarily  the  meeting  unites  on  the  best 
person  without  trouble.  A  few  classes  are  formed,  and 
teachers  are  chosen.  Lesson  papers  are  decided  on  and 
money  is  raised  for  their  purchase,  or  when  the  school  is 
unable  to  raise  the  money,  the  missionary  should  grant  to 
the  school  its  first  quarter's  lesson  helps.  The  school  is 
now  launched.  This  is  a  sufficient  beginning,  and  from 
these  simple  steps  have  grown  some  of  the  largest  schools 
in  the  land,  while  from  them  have  developed  some  of  our 
best  churches. 

When  a  Church  or  Churches  Would  Organize 
A  Sunday-school..  In  such  a  case  a  committee  of  one 
or  more,  representing  the  one  church  or  the  many 
churches  interested  in  the  proposed  school,  do  practically 
the  work  which  has  just  been  outlined  for  the  missionary. 
Tlie  committee  must  first  awaken  the  interest  of  the  com- 


174      MANUAL  OF  SUNDAY-SCHOOL  METnODS. 

[I'ART  I.   §  7,  CH.  i. 

munity,  and  aid  it  in  setting  the  new  Sunday-school  on 
its  feet. 

Form  of  Constitution.  Every  Sunday-school  just 
organized  must  move  according  to  a  certain  procedure. 
Not  every  new  school  by  any  means,  however,  needs  a 
constitution.  It  may  seem  absurd  for  a  little  school  of  a 
dozen  or  twenty  to  go  through  the  formality  of  adopting 
a  constitution.  Still,  such  a  constitution  often  proves 
helpful  even  at  the  outset,  and  may  become  essential  as 
the  school  grows  larger.  The  following  is  the  simple 
constitution  recommended  to  the  Sunday-schools  of  the 
American  Sunday-School  Union,  those  phrases  being 
omitted  which  relate  to  the  connection  of  the  school  with 
that  Society. 

Sunday-school  Constitution. 

Name. — This  organization  shall  be  known  as  the 

Sunday-school. 

Objects. — The  objects  of  this  organization  shall  be  to  study  and 
teach  the  Holy  Scriptures;  by  the  blessing  of  God  to  lead  youth 
and  adults  to  believe  on  the  Lord  Jesus  Christ;  to  promote  their 
growth  in  Christian  life ;  and  to  provide  the  children  in  this  com- 
munity with  pure  and  healthful  literature. 

Members. — All  persons  giving  assent  to  this  Constitution,  and 
whose  names  have  been  properly  enrolled  by  the  Secretary,  may 
become  members  of  this  organization. 

Officers. — The  officers  of  this  school  shall  be  a  Superintendent, 
Assistant  Superintendent,  a  Secretary,  a  Treasurer,  and  a  Libra- 
rian. The  officers  shall  be  elected  annually,  by  ballot,  by  the 
adult  members  of  the  school  who  have  been  regular  attendants  for 
at  least  two  months  before  the  election.  Public  notice  of  such 
election  shall  be  given  one  Sabbath  before  it  takes  place.  All 
officers  shall  continue  in  office  until  their  successors  are  duly 
elected  and  are  present  and  willing  to  enter  upon  their  respective 
duties.  Vacancies  in  any  of  the  offices  may  be  filled  at  any  regular 
meeting,  provided  notice  thereof  be  given,  as  above  required^  for 
two  Sabbaths. 


irOJV  TO  ESTABLISH  NEW  SUNDAY-SCHOOLS.  175 

rAKT  I.  §  7,  CII.  1.] 

Duty  of  OFFiciiRS. — The  Superintendent  shall  punctually  open 
and  close  the  sessions  of  the  school,  preseive  good  order,  preside 
at  the  teachers'  meetings,  appoint,  consult,  encourage,  and  aid  the 
teachers,  and  direct  the  general  aflairs  of  the  school. 

The  Assistant  Superintendent  shall  aid  the  Superintendent  in  his 
duties,  and  officiate  in  his  absence. 

The  Secretary  shall  record  the  pi-oceedings  of  the  school,  keep  a 
roll  of  its  members,  mark  the  attendance,  and  attend  to  corre- 
spondence, etc. ;  the  Treasurer  shall  receive  and  disburse  the  funds 
of  the  school,  upon  its  order,  and  perform  such  other  duties  as 
usually  devolve  upon  this  office. 

The  Librarian  shall  have  charge  of  the  library,  distribute  peri- 
odicals and  books,  charge  the  books  to  teachers  and  scholars,  and 
prevent  the  abuse  or  loss  of  the  same. 

Duty  of  Tkaciiers. — The  teachers  shall  endeavor  to  prepare 
themselves  thoroughly  for  their  duties,  be  regular  and  punctual  in 
their  attendance,  and  cooperate  with  the  oflicers  in  all  measures 
for  the  good  of  the  school. 

Amendments. — This  Constitution  may  be  amended  (except  the 
clause  specifying  the  objects  of  the  organization)  at  any  regular 
session,  by  a  two-thirds  vote  of  the  adult  members  present,  pro- 
vided a  written  notice  of  such  amendment  be  given  to  the  school 
for  two  weeks  previous  thereto. 


CHAPTER  II. 

THE    SUNDAY-SCHOOL    SEPARATE    FROM    ANY    CHURCH. 

An  Independent  School  Often  Unavoidable.  A 
Sunday-school  separate  from  any  church  is  unfortunately 
situated,  but  it  often  cannot  avoid  such  isolation.  It  is 
often  the  pioneer,  long  preceding  the  organization  of  a 
church,  or  often  it  is  an  outpost  to  the  churches  of  a  dis- 
tant village,  occupying  a  strategic  point  and  obliged  to 
hold  the  place  alone.  The  number  of  schools  existing 
apart  from  churches  is  steadily  increasing.  There  are 
about  4,000  new  schools  called  into  being  every  year 
which  are  organized  on  the  hilltops  or  out  on  the  prairies 
remote  from  any  church  and  therefore  dissociated  from 
churches  and  church-life.  The  American  Sunday-School 
Union  alone  organizes  or  reorganizes  not  less  than  2,000 
such  schools  each  year,  while  the  denominational  socie- 
ties and  other  agencies  organize  about  as  many  more. 

These  Schools  Result  in  Good.  What  is  to  be 
said  of  the  position  of  these  lonely  and  independent 
schools  ?  Why,  that  they  are  like  a  vine,  capable  of  in- 
dependent growth,  but  needing  some  support  and  in- 
stinctively reaching  out  like  the  tender  shoot  of  a  vine,  for 
a  stronger  organization  to  lean  upon.  It  is  a  good  thing 
to  awaken  this  desire  in  a  community  and  to  cause  the 
people,  stimulated  by  Bible  study,  to  long  for  a  church 
and  church  privileges.  The  mission  school  is  in  its 
healthiest  and  most  normal  state,  when  it  is  sending  out 
its  filaments  to  grasp  the  blessings  of  church-life.  The 
union  school,  organized  by  the  American  Sunday- 
School  Union,  happily  has  this  desire  just  as  truly  as  the 
176 


SUNDAY-SCHOOL  SEPARATE  FROM  CHURCH.    177 

PART  I.  §  7,  Cl[.  li.] 

denominational  school  organized  by  the  denominational 
society.  In  all  cases  those  who  attend  the  Sunday- 
school  regularly  are  sure  to  develop  longings  for  regular 
church  privileges  and,  as  the  outcome  of  Sunday-school 
attendance,  are  presently  seeking  to  organize  a  church,  if 
the  conditions  warrant,  and  if  not,  then  to  go  regularly, 
as  they  had  not  before,  to  the  nearest  church.  These 
pioneer  and  frontier  schools,  thrust  out  as  pickets  beyond 
the  line  of  the  churches,  invariably  act  as  feeders  to  the 
churches.  They  send  in  from  the  country  side  as  church 
worshippers  a  great  number  whose  interest  in  church-go- 
ing has  been  awakened  in  the  Sunday-school  or  they  de- 
velop into  churches  themselves  as  the  occasion  requires. 
Union  Sunday-schools  are  quite  as  likely  to  do  this  as 
those  of  a  denominational  name.  They  weld  the  people 
together  in  common  sympathies,  till  presently  the  people, 
made  up  as  they  are  of  different  denominations,  forget 
their  differences  and  come  together  as  one,  forming  a 
church  of  that  denomination  on  which  they  can  best 
agree,  and  which  is  most  likely  to  live. 

These  isolated  schools,  though  swaying  in  the  breeze 
in  eager  desire  for  church  life  and  support,  are  yet  of 
themselves  long-lived.  They  live  on  and  maintain  them- 
selves, because  the  people  in  the  locality  learn  to  appre- 
ciate them.  They  are  often  the  only  opportunity  which 
destitute  people  in  rural  neighborhoods  have  of  religious 
worshii).  They  are  a  break  and  an  ui)lift  in  the  monot- 
ony of  frontier  life  apart  from  neighbors.  They  are 
often  maintained  with  eagerness  and  determination.  A 
school  may  die,  but  so  may  a  church.  It  is  safe  to  say 
that,  taking  the  country  through, — the  rate  of  mortality 
is  no  greater  in  the  former  case  than  in  the  latter.  The 
Spring  Mills  Union  Sunday-school,  started  in  Pennsyl- 
vania over  seventy  years  ago,  is  still  prospering,  w^hile 


178      MANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[part  I.  §  7,  CH.  ii. 
similar  schools  twenty,  thirty,  and  even  fifty  years  old, 
are  not  uncommon. 

The  Place  They  Occupy  and  Their  Consequent 
Needs.  Such  schools  are  the  only  religious  organiza- 
tions in  the  community.  They  must  furnish  whatever  is 
furnished  to  the  community  of  spiritual  life  and  stimulus. 
There  is  need  in  every  community  of  a  prayer-meeting,  a 
young  peoples'  society  and  a  preaching  service,  and  the 
Sunday-school  often  supplies  these  things.  Such  isolated 
schools  steadily  enlarge  their  influence,  and  should  aim 
to  do  all  they  can  do  in  church  lines,  until  a  church  is 
formed.  They  should  lead,  when  there  is  need  for  it,  to 
church  organization  and,  when  there  is  no  such  need,  to 
church  attendance. 

Duty  of  the  Nearest  Churches.  The  nearest 
churches  should  care  for  them.  It  is  cruel  to  let  them 
struggle  on  without  sympathy.  Christian  fellowship  and 
encouragement.  Such  schools  are  often  making  a  brave 
fight  at  great  odds  for  the  religious  life  of  the  community 
where  they  are  located.  A  few  earnest  and  self-denying 
Christians  are  carrying  great  burdens  in  order  to  rescue 
these  hamlets  from  heathenism.  A  village  or  a  city  may 
be  a  few  miles  away.  A  flourishing  church  may  be 
located  so  far  away  as  not  to  be  easily  accessible  to  the 
community,  and  yet  so  near  that  a  few  devoted  Chris- 
tians in  the  church  might  easily  drive  out  every  Sunday 
and  aid  in  the  school.  There  is  a  certain  large  village 
where  for  years  this  work  has  been  done.  One  school, 
three  miles  out,  another  five,  and  another  seven,  are  all 
cared  for  in  this  fashion, — members  of  the  church  go- 
ing out  every  Sunday  in  all  weathers  to  aid  in  these 
schools.  These  innumerable  lonely  Sunday-schools,  scat- 
tered all  over  this  land,  would  take  on  new  life  if  such 
efforts  in  churches  were  general. 


CHAPTER  III. 

THE    COUNTRY    SUNDAY-SCHOOL. 

Difficulties  to  be  Met.  Not  a  few  difficulties  are 
to  be  met  in  organizing  and  sustaining  country  Sunday- 
schools. 

1.  Poverty  a?id  discouragement  are  often  to  be  fomid 
among  the  people.  This  is  not  true,  of  course,  in 
thriving  villages  or  prosperous  agricultural  districts ;  but 
it  is  true  in  outlying  rural  neighborhoods  back  among  the 
hills  or  out  on  the  plains.  The  movement  of  population 
has  been  for  many  years  toward  the  cities  and  away  from 
the  country.  The  retired  districts  feel  the  loss  of  popu- 
lation keenly  and  are  no  longer  able  to  provide  for  them- 
selves the  religious  privileges  they  once  had.^ 

2.  Indifference  to  religion  naturally  arises  from  the 
cessation  of  religious  privileges  and  the  inability  to  supply 
them.  In  many  a  retired  rural  neighborhood  this  is  the 
prevailing  state  of  feeling. 

3.  A  lack  of  workers  is  the  necessary  result.  The 
active  and  energetic  too  often  are  not  content  to  stay  in 
the  country.  The  young  people  have  very  likely  gone  to 
the  city.  It  is  consequently  difficult  to  find  any  who  are 
willing  to  take  charge  of  a  Sunday-school. 

4.  Denominational  differences  are  much  more  em- 
phasized in  the  country  than  in  the  city, — probably 
because  it  is  more  difficult  to  gratify  such  preferences. 
In  a  little  community  of  a  dozen  families  it  is  not  uncom- 
mon to  find  five  or  six  denominations  represented. 

1  See  an  admirable  chapter  on  the  country  in  Dr.  Josiah  Strong's 
"  The  New  Era."  Also  "  Handy  Helps  for  Busy  Workers,"  Chap, 
ii,,  by  Dr.  Edwin  W.  Rice. 

179 


180      MANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[I'ART  I.  §  7,  CH.  iii. 

5.  Distance  and  lack  of  conveyance  increase  the 
difficulty.  It  is  not  easy  in  the  country  for  people  to  get 
back  and  forth  between  house  and  school.  School 
attendance  involves  a  long  walk  or  else  the  harnessing 
of  tired  horses. 

6.  Midwinter  and  early  spring  are  especially  trying 
seasons.  In  the  one  case  the  snows  often  make  the  road 
impassable;  in  the  other  case  the  mud. 

How  These  Difficulties  Are  Met.  These  diffi- 
culties have  been  recognized  and  studied  by  the  American 
Sunday-School  Union  in  their  three-quarters  of  a  century 
of  successful  work,  and  the  methods  which  in  the  expe- 
rience of  its  missionaries  have  proved  successful  in  over- 
coming all  hindrances  are  these  : 

1.  Place  of  meeting.  Secure  some  place  without 
cost  where  the  school  may  meet.  The  district  school- 
house  can  ordinarily  be  obtained,  but  when  this  is  refused, 
a  grange  hall  or  a  farmer's  kitchen  may  serve  the  pur- 
pose. Even  a  barn,  a  sawmill,  a  railroad  station,  a  brush 
arbor  or  an  oak-tree  has  furnished  excellent  temporary 
quarters. 

2.  Workers  in  the  school.  Find  out  the  two  or  three 
who  can  carry  on  the  school  and  persuade  them  to  take 
up  this  duty.  Generally  it  will  be  found  in  almost  every 
hamlet  that  two  or  three  are  there  who  are  Christians, 
and  who  can  be  induced  to  act  as  officers  and  teachers  in 
the  school.  Sometimes  one  suitable  for  superintendent 
cannot  be  found  in  the  immediate  community.  In  that 
case  it  is  generally  possible  to  find  some  earnest  Christian 
at  a  distance  who  is  willing  to  come  to  the  neighborhood 
every  Sunday  and  undertake  this  duty.  Many  schools 
are  thus  officered.  In  one  case  a  superintendent  walked 
seven  miles  to  his  school  every  Sunday  and  back  home  at 
night.     In  another  a  superintendent  drove  every  Sunday 


THE  COUNTRY  SUNDAY  SCHOOL.  181 

PART  I.  §  7,  CH.  iii.] 

ten  miles  to  be  at  his  school  and,  afterward,  finding  him- 
self obliged  to  sell  his  horse,  changed  his  distant  school 
for  one  nearer,  and  then  walked  every  Sunday  five  miles 
out  and  five  miles  back  to  superintend  that.  AVhen  it 
proves  impossible  to  secure  a  superintendent  in  this  way, 
the  missionary  sometimes  holds  a  series  of  meetings 
before  he  undertakes  to  organize  a  school,  many  are  con- 
verted and  then  it  is  easy  to  find  a  superintendent  and 
teachers. 

3.  Pecuniary  aid.  It  is  always  best  that  the  people 
themselves  should  do  what  they  can  toward  purchasing 
supplies, — lesson  papers  and  the  like, — for  the  use  of 
their  school.  They  will  value  the  school  more  and  be 
the  better  able  to  support  themselves  later  on,  while  mis- 
sionary money  is  thus  released  to  do  good  further  on. 
But  when  a  school  is  just  beginning,  it  is  often  wise  to 
help  it  with  a  moderate  gift  that  the  few  who  are  willing 
be  not  overburdened  and  that  all  be  encouraged  by  such 
an  expression  of  sympathy. 

4.  House  to  house  visitatiofi.  Nothing  is  more  im- 
portant than  this  to  make  a  Sunday-school  succeed.  The 
people  must  be  seen  and  their  interests  secured. 

5.  A  union  Sunday-school  often  necessary.  In 
divided  neighborhoods,  where  people  of  different  de- 
nominations are  found,  and  religious  preferences  are 
strong,  it  is  not  wise  or  best  to  attempt  to  force  on  the 
people  a  denominational  school.  Let  this  come  later,  if 
thought  best,  when  all  are  united  and  a  church, — nec- 
essarily of  some  denomination, — is  formed  ;  but  not  now. 
Let  nothing  disturb  the  harmony,  not  even  denomina- 
tional literature.  There  are  places  where  a  denomina- 
tional school  is  welcome  and  finds  its  warm  adherents 
without  driving  any  out  of  sympathy  with  it,  into  absence 
from    Sunday-school    privileges.     Under   such   circum- 


183      3IANUAL  OF  SUNDAY-SCHOOL  3IETII0DS. 

[part  I.  §  7,  CH.  iii. 

Stances  let  such   a  school  be  established.     There   is  a 

place    for    it.     But    let    nothing   of  this    sort   be  forced 

upon  a  people  to  the  grief  or  irritation  of  a  considerable 

number. 

6.  A  Sunday-school  library,  as  has  already  been  said 
in  another  connection,  is  a  great  help  in  a  country  school 
in  keeping  the  children  in  the  school  and  especially  in 
holding  them  in  the  school  during  the  winter  months. 
The  young  people  are  eager  for  the  books  during  the  long 
winter  evenings,  and  will  come  out  on  Sunday  to  the 
school  to  get  them. 

7.  Evangelistic  meetings  are  almost  essential  to 
strengthen  a  country  school,  especially  when  it  exists 
apart  from  a  church.  In  such  a  case  the  school  greatly 
needs  a  wider  diffusion  of  the  spirit  of  Christ  that  the 
self-denials  incident  to  maintaining  the  school  be  cheer- 
fully and  successfully  met. 

What  the  Country  Church  Should  do  for  its 
Out-Districts. 

1.  Hold  district  Sunday -schools.  Some  country 
churches  are  doing  a  noble  work  in  this  regard,  main- 
taining one,  two,  three,  or  more  such  schools.  Other 
churches,  straightened  in  ability  by  the  movement  of 
population  and  the  consequent  loss  of  workers,  have 
made  the  fatal  mistake  of  abandoning  their  Sunday- 
school  work  in  out-districts.  Because  they  are  weak- 
ened, they  cut  off  their  source  of  supplies,  and  then 
wonder  that  they  grow  more  weak. 

2.  Put  the  best  men  in  charge  of  these  out-lying 
schools.  It  is  important  to  dignify  the  work  and  to  have 
it  maintained  in  the  very  best  way. 

3.  Have  rotating  libraries.  A  number  of  schools 
might  combine  and  agree  to  exchange  libraries  from  year 
to  year.     A  library  club  might  be  formed  and  managed 


THE  COUNTRY  SUNDAY-SCnOOL.  183 

PART  I.  §  7,  CH.  iii.] 

much  ill  the  same  way  as  is  a  magazine  club  in  a  village. 
Six  schools  might  agree  each  to  purchase  a  different 
library  and  then  occupy  six  years  in  passing  them  around 
before  a  new  purchase  was  needed.  Or  better,  one  school 
each  year  might  purchase  a  new  library  and  the  rotation 
be  kept  up  year  by  year. 

4.  School  reunions.  The  home  and  branch  schools 
should  never  fail  to  meet  together  at  least  once  a  year  on 
anniversary  day. 

What  a  Country  School  Can  do. 

1.  //  is  under  greaf  /imitations.  It  is  small  in  size 
and  consequently  cannot  do  as  it  would  be  glad  to  in  re- 
gard to  grading.  It  cannot  divide  itself  into  departments. 
It  cannot  arrange  its  classes  carefully.  It  is  limited  in  re- 
gard to  teachers.  It  must  take  what  is  available.  It 
cannot  have  the  appliances  of  the  larger  schools.  Its 
rooms  must  be  small  and  not  specially  adapted  to  the 
purpose. 

2.  Yet  it  has  no  cause  for  discouragement.  It  has 
the  essence  of  Sunday-school  success.  The  Word  of  God 
is  in  its  hand  and  the  Holy  Spirit  is  sure  to  lead  those  who 
teach.  It  has  less  to  distract  and  hinder  its  influence.  It 
often  has  a  greater  hold  on  the  individual  pupil  in  conse- 
quence. At  any  rate,  the  country  school  is  peculiarly 
needed.  At  least  two-thirds  of  the  population  of  this 
land  live  in  the  rural  districts.  Most  of  the  influential 
men  of  to-day  in  our  cities  were  born  and  bred  in  the 
country.  There  is  every  reason  to  suppose  that  this  will 
continue  and  fresh  infusions  of  blood  from  the  country 
will  continue  to  be  needful  in  order  to  give  success  to  all 
the  great  enterprises  undertaken  and  maintained  in  the 
city.  It  is  desirable,  or  rather  it  is  essential,  that  the 
Sunday-school  be  maintained  in  the  country  to  train 
aright  those  who  are  to  be  the  future  leaders  of  the  land. 


CHAPTER  IV. 

THE    MISSION    SUNDAY-SCHOOL    IN    THE    CITY. 

Mission  Work  in  the  Church  School.  The  best 
Sunday-school  mission  work  is  done  when  the  mission 
element  is  brought  into  the  church  school.  There  it  is 
easily  absorbed  and  shaped.  The  mission  element,  made 
up  of  children  who  have  little  training  at  home  and  whose 
only  discipline  is  received  at  our  public  schools,  is 
brought  in  contact  with  the  cultivation  and  politeness 
seen  in  children  from  the  best  homes,  and  the  object 
lesson  is  impressive  and  beneficial.  It  is  good  for  both 
classes  to  know  something  of  one  another.  On  the  one 
hand,  the  mission  children  are  elevated  and  given  refine- 
ment by  the  contact ;  on  the  other  hand,  a  disposition  to 
pride  and  to  indifference  to  the  poor  on  the  part  of  the 
children  of  the  well-to-do,  is  stopped. 

A  Mission  Chapel.  But  often  it  is  impossible  to  reach 
.the  children  of  the  poor  by  such  a  method.  They  will 
not  come  into  our  elegant  up-town  churches,  however 
welcome  they  may  be  made.  Perhaps  they  are  too  far 
away.  Perhaps  they  would  be  uncomfortable  in  their 
squalid  clothes  and  would  make  others  still  more  uncom- 
fortable. What  then?  Why,  then  a  mission  chapel  and 
a  mission  Sunday-school  in  the  down-town  neighborhood 
is  absolutely  necessary.  Under  such  circumstances  it  is 
desirable  to  have  a  church  back  of  the  enterprise  or,  pos- 
sibly, a  combination  of  churches. 

In  New  Haven,  Connecticut,  for  example,  are  two  important  and 

flourishing  missions.      One,  the  English  Hall  school,  is  under  the 

care  of  the  City  Missionary  Society;  the  other,  the  Welcome  Hall 

school,  is  sustained  by  the  Church  of  the  Redeemer.      Both  are 

184 


THE  MISSION  SUNDAY  SCHOOL  IN  THE  CITY.  185 

PART  I,  §  7,  ClI.  iv.] 

doing  a  magnificent  work  and  reaching  all  races  and  religions.  In 
the  Welcome  Hall  school  are  Jews,  Italians,  Irish,  Germans,  ne- 
groes and  other  races  and  nationalities,  all  happy  together  and 
studying  the  Bible  in  the  same  classes.  In  all  our  great  cities  you 
find  the  same.  Nothing  is  more  remarkabLe  among  all  the  forms 
of  Christian  work  done  to-day  than  the  vigorous  mission  Sunday- 
schools  in  our  cities.  They  are  donig  a  work  that  can  be  done  in 
no  other  way. 

What  should  be  aimed  at  in  these  mission  schools? 

T.  Develop  an  esprit  de  corps.  Let  the  school  come 
to  have  a  satisfaction  in  its  existence.  Let  it  cultivate 
ambitions.  Let  the  individuality  of  the  school  grow. 
Let  it  have  a  personality  of  its  own.  This  is  important  in 
order  to  secure  its  life. 

2.  Let  the  religious  spirit  dominate.  Without  crowd- 
ing or  sudden  haste,  the  aim  of  all  concerned  in  the  man- 
agement of  the  school  should  be  to  bring  these  wild  chil- 
dren of  the  street  to  Christ.  There  is  temptation  to  let 
this  paramount  aim  drop  into  the  background,  there  to  be 
forgotten.  There  are  so  many  preliminary  things  to  be 
done,  there  is  so  much  danger  in  hastening  unduly,  there 
is  so  much  difficulty  in  reaching  success  in  the  higher 
aim,  that  a  drop  to  a  lower  level  is  easy  and  natural. 

3.  Teach  the  school  self-reliance.  All  forms  of  mis- 
sion work  are  liable  to  be  nursed  too  long.  Weakness 
and  pauperism  are  sure  to  result  from  such  treatment. 
The  mission  school  should  be  taught  to  govern  itself  as 
fan  as  possible,  to  raise  funds  for  its  support,  to  assume 
more  and  more  responsibility.  It  should  choose  its  offi- 
cers as  far  as  possible.  It  should  determine  on  its 
measures  for  itself  to  a  certain  extent.  It  is  not  wise  nor 
kind  to  do  everything  for  a  rapidly  growing  child.  Its 
years  and  its  ability  should  be  recognized  and  trusted.  So 
a  school  that  could  not  go  alone  at  first,  must  be  taught 
to  walk  without  constantly  holding  a  mother-hand. 


CHAPTER  V. 

sunday-schools  in  summer  and  winter. 

Should  the  Country  Schools  Close  in  Winter? 

The  Reasons  Given  for  it  are  Inadequate.  The 
day-school  does  not  close  ;  why,  then,  should  the  Sunday- 
school  ?  But  the  day-school  is  near  by, — it  is  pleaded, — 
while  the  Sunday-school  is  often  in  a  church  at  some  dis- 
tance. This  may  be  an  argument  for  the  church  to  open 
a  neighborhood  school  in  the  winter,  to  close  again  as 
soon  as  the  weather  is  settled  in  the  spring  and  people  are 
*able  again  to  get  down  regularly  to  church.  It  is  claimed 
that  horses  have  too  much  to  do  on  Sunday  to  take  chil- 
dren to  Sunday-school  as  well  as  people  to  church.  But 
then  the  Sunday-school  should  be  arranged  to  come  im- 
mediately before  or  after  church  and  the  older  people 
should  attend. 

The  Objections  to  Closing  the  Sunday-school  in 
the  Winter  are  these : 

1 .  The  best  time  of  the  year  for  study  is  thus  lost. 
There  is  more  leisure  for  study  in  the  winter.  The  long 
evenings  give  the  farmer  and  his  children  opportunities 
for  reading  that  should  be  enjoyed  to  the  full.  It  is  a  sad 
misfortune  to  a  rural  community  if,  just  as  the  time  ar- 
rives when  all  who  will  can  find  abundant  time  to  study 
the  Bible,  the  agency  that  would  stimulate  and  organize 
and  make  successful  such  study,  is  suddenly  taken  away. 

2.  Danger  of  a  permanent  closing.  There  is  always 
danger  when  a  school  is  closed  for  the  winter  that  it  may 

lb6 


SUNDAY  SCHOOLS  IN  SUM  JJEE  AND  WINTER.  187 

PART  1.   §  7,  ClI.  v.] 

not  be  resumed  in  the  spring.  An  organization  like  a 
Sunday-school  can  run  for  some  time  on  its  momentum. 
Even  if  agencies  are  not  satisfactory  and  the  force  to 
maintain  it  is  slight,  yet  it  will  keep  on  indefinitely.  But 
when  a  school  stops  altogether,  when  the  habit  of  attend- 
ance is  discontinued,  when  children  as  well  as  their  elders 
have  otlier  ways  of  spending  their  Sundays,  it  is  some- 
times a  task  to  reopen  the  school  in  the  spring.  All  Sun- 
day-school missionaries  find  it  an  important  part  of  their 
work  to  see  that  such  hibernating  schools  are  aroused  and 
set  to  work  again  after  the  winter  is  over, 

3.  A  loss  of  momentum.  Even  when  the  school  is 
started  up  again  easily  and  is  certain  to  be  resumed,  still 
there  is  a  distinct  loss.  The  school  has  not  its  former 
power.  It  takes  a  long  time  in  the  spring  to  bring  those 
in  the  school,  teachers  as  well  as  pupils,  back  to  the  in- 
terest, energy  and  spirituality  which  was  in  the  school 
when  it  closed  the  previous  fall.  Every  railroad  train 
loses  time,  and  suffers  from  wear  and  tear,  whenever  it  is 
brought  to  a  stop.  The  same  is  equally  true  of  a  Sun- 
day-school. By  all  means  keep  it  open  and  at  work 
throughout  the  year,  if  possible. 

Influences  Helpful  to  Keep  Open  the  Country 
School.  First,  a  good  library.  This  has  already  been 
mentioned.  Second,  a  resolute  superintendent  and  faith- 
ful teachers.  Third,  the  fact  that  the  school  is  held  in 
the  nearest  schoolhouse.  Fourth,  a  revival  spirit  and 
revival  work. 

Use  of  the  Home  Department  in  Winter.  When 
a  country  school  must  close  in  winter, — and  no  doubt 
such  cases  occur, — then  the  home  department  should  at 
once  be  organized  to  make  good  the  place  of  the  school 
so  far  as  possible.  A  school  that  must  close  in  winter 
can  at  least  keep  up  a  smouldering  fire  on  every  hearth- 


188      MANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[TART  I.   §  7,  CH.  V. 

Stone  till  the  spring  opens,  by  expecting  all  to  continue 
their  Bible  study  at  their  homes  and  by  arranging  for 
some  form  of  communication  among  the  solitary  students 
of  the  home  department. 

Should  City  Schools  Close  in  Summer? 

It  has  become  quite  customary  to  close  up  our  city 
schools  in  midsummer,  sometimes  for  a  period  of  one 
or  even  two  months. 

The  Reasons  urged  for  it  are  these : 

1.  The  absence  of  teachers  ami  pupils.  During  the 
summer  every  one  who  can  takes  a  vacation  and  absents 
himself  from  the  city.  The  habit  has  grown  to  enormous 
proportions  and  certainly  is  based  on  the  real  need  of  the 
inhabitants  that  they  seek  a  restful  place  in  the  country 
or  by  the  seashore  in  the  hot  weather.  As  a  result  Sun- 
day-schools connected  with  our  up-town  city  churches, 
if  they  try  to  keep  open  during  the  summer,  are  so  de- 
pleted that  they  cannot  be  sustained  on  their  ordinary 
basis.  Two-thirds  in  nearly  every  class  are  absent ; 
half  of  the  teachers  are  absent.  The  superintendent 
and  most  of  his  assistants  are  probably  away. 

2.  Teachers  ciaim  a  rest  in  the  summer  time.  They 
say  they  cannot  work  continuously  through  the  year  with- 
out a  vacation  and  that  even  if  they  are  not  away  from 
the  city  they  cannot  come  out  to  Sunday-school  during 
the  days  of  sultry  heat. 

3.  Tlie  closing  of  the  public  schools  in  the  summer 
demoralizes  the  Sunday-school.  Unless  the  Sunday- 
school  follows  the  same  practice  the  pupils  sometimes 
rebel  and  stay  away. 

4.  Disconforts  of  school  attendance  during  the  sum- 
mer heats.  This  undoubtedly  is  very  great  in  the  city. 
The  heat  reflected  from  the  brick  walls  of  the  houses 


SUNDAY-SCHOOLS  IN  SU3IMER  AND  WINTER.  189 

PART  I.  §  7,  CH.  v.] 

makes  the  streets  almost  unendurable  at  the  noon  hour 
in  midsummer  when  the  schools  generally  meet  and  it 
takes  courage  and  resolution  to  maintain  a  Sunday- 
school  under  such  conditions. 

The  Disadvantages  of  Closing  School  are  great. 
There  is  a  loss  outright  of  an  important  part  of  a  quar- 
ter's lessons.  There  is  a  loss  further  of  the  energy  and 
enthusiasm  that  are  gained  in  a  steady  course  of  study. 
It  is  impossible  to  start  a  school  in  the  fall  with  the  same 
vitality  and  success  which  it  had  in  the  early  summer 
when  it  closed.  A  summer  spent  away  from  Sunday- 
school  must  result  in  a  certain  dissipation  of  interest,  and 
it  is  always  hard  to  regain  in  September  what  has  been 
lost  in  July  and  August.  Then,  again,  a  school  closed 
for  the  summer  always  means  a  loss  of  pupils.  Some 
are  sure  to  wander  away  in  the  vacation  and  never  come 
back  again.  Once  more,  such  a  summer  interregnum  of 
gospel  privileges  works  great  evil  for  those  pupils  who  are 
obliged  to  remain  in  the  city  and  who  are  shut  out  of 
school  during  the  summer.  Such  are  generally  those 
from  the  poorer  homes.  Sunday-school  means  much  to 
them, — more,  if  possible,  in  summer  than  in  winter,  for 
in  summer  they  are  lonely,  their  mates  are  away,  their 
day-schools  are  closed.  They  miss  the  Sunday-school 
and  not  having  it  to  help  in  passing  the  day,  they  wander 
off  into  the  fields  or  fall  into  bad  company  on  the  streets 
and  lose  their  reverence  for  the  Sabbath. 

How    CAN    THESE    INJURIES    BE    AVOIDED? 

I.  Readjust  the  scJiool  for  the  stiiiimer.  Do  not 
close  it  altogether,  but  combine  classes;  secure  new 
teachers  for  the  vacation ;  keep  the  school  in  session  for 
a  short  time  only.  Enough  will  remain  to  make  it  possi- 
ble to  maintain  a  skeleton  school.  There  can  be  an  adult 
class,  several  classes  of  children  of  different  ages  and  a 


190      3IANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[I'ART  I,   §  7,  CH,  V. 

primary  class.     Such  a  temporary  and  imperfect  school 
is  far  better  than  none  and  will  do  great  good. 

2.  Give  letters  to  all  going  into  the  country.  Those 
who  leave  the  school  for  the  summer  should  attend  school 
where  they  are.  They  need  it  and  the  school  needs  it 
where  they  spend  the  summer.  It  will  certainly  be  an 
inducement  for  them  to  attend  if  letters  are  given  them 
stating  that  they  are  members  of  such  a  Sunday-school 
and  commending  them  to  the  Sunday-school  where  tliey 
may  chance  to  be.  Such  a  letter  would  be  sure  to 
awaken  a  marked  interest  between  the  visiting  pupil  and 
the  country  school. 

3.  Maintain  the  home  department.  During  summer 
when  people  are  largely  away  it  is  helpful  to  transfer  all 
absentees  to  the  home  department  and  expect  them  dur- 
ing their  absence  to  prepare  themselves  on  the  lesson 
every  week.  They  will  enjoy  vacation  better  for  this 
and  in  the  fall  will  come  into  the  school  in  closer  touch 
with  it. 


CHAPTER  VI. 

DENOMINATIONAL    AND    UNION    SUNDAY-SCHOOLS. 

Harmony  of  Interests.  There  ought  to  be  the  utmost 
harmony  between  all  forces  at  work  in  Sunday-school  lines. 
Denominational  and  union  Sunday-schools  certainly  help 
each  other.  Union  schools  often  develop  into  denomina- 
tional schools,  and  denominational  schools  are  constantly 
giving  for  the  establishment  of  union  schools  in  needy 
neighborhoods.  Under  these  circumstances  the  societies 
that  organize  Sunday-schools  should  help  one  another. 
Each  society  has  its  own  place  and  its  own  work.  There 
should  be  no  rivalry  between  them,  but  each  may  well  re- 
joice in  the  success  of  the  other.  In  view  of  the  millions  of 
children  still  out  of  Sunday-school  and  still  to  be  reached 
by  missionary  effort  every  agency  at  work  has  enough  to 
do.  The  different  methods  are  adapted  to  distinct  stages 
of  society  and  consequently  as  a  rule  denominational 
work  is  not  likely  to  be  attempted  where  union  work  is 
best  adapted  to  succeed  nor  does  union  work  wish  to 
establish  itself  in  those  places  where  denominational  work 
is  likely  to  succeed. 

When  a  Denominational  School  is  Desirable.  It 
is  desirable  when  it  is  the  natural  choice  of  the  people. 
Too  often  the  denominational  feeling  runs  high  in  a  little 
rural  community.  There  are  many  denominations  repre- 
sented, but  ordinarily  only  two  or  three  families  hold  the 
same  religious  views,  so  that  no  one  is  able  to  gratify  his 
denominational  preferences.  A  denominational  school  in 
such  a  community  is  quite  likely  to  awake  opposition  and 

191 


192      3IANUAL  OF  SUNDAY-SCHOOL  .METHODS. 

[part  I.  §  7,  CH.  vi. 

to  develop  friction.  It  may  tend  to  disintegration.  Even 
a  Sunday-school  without  a  denominational  name  but  using 
denominational  lesson  helps,  is  practically  denominational, 
and  sometimes  causes  ill-feeling  which  culminates  in  the 
withdrawal  of  families  and  the  breaking  up  of  the  school. 
Sometimes  the  eagerness  for  denominational  advantage 
on  the  part  of  outsiders, — neighboring  churches  or  pastors 
or  benevolent  societies, — has  been  known  to  work  great 
disadvantage  to  a  school.  Such  over-zealous  sectarianism 
comes  into  the  school,  insists  that  the  school  shall  be 
denominational,  or  at  least  use  denominational  literature, 
and  then  the  school  falls  to  pieces,  killed  by  denomina- 
tional zeal.  It  would  probably  in  time  have  developed 
into  a  denominational  school  if  all  had  been  patient  and 
had  been  willing  it  should  turn  into  that  denominational 
path  for  which  it  was  best  fitted. 

What  is  necessary  in  order  to  have  a  good  denominational  school 
is  a  suitable  unity  of  feeling  in  the  community  regarding  the 
matter.  When  this  is  developed,  no  matter  how  or  when,  a 
denominational  school  is  the  choice  of  a  community.  When  such 
a  school  reaches  the  whole  community  and  is  an  offence  to  none, 
because  it  is  not  of  their  denomination,  then  a  denominational 
school  is  desirable.  When  a  community  is  so  far  harmonized  that 
it  is  ready  to  unite  in  organizing  a  church,  which  means  ordinarily 
a  church  having  denominational  affiliations,  then  a  denominational 
school  is  usually  proper.  Let  Sunday-sch.ools,  then,  be  denomina- 
tional when  ripe  for  it,  that  is  to  say  when  the  community  is  prac- 
tically united  in  one  denominational  view. 

Beyond  question  a  church  is  the  organization  designed  of  God  to 
bind  Christ's  people  together  and  to  make  them  a  power  in  the  world 
for  the  upbuilding  of  his  kingdom.  Sunday-schools  are  usually 
better  for  the  wise  mothering  care  of  a  strong  church  absorbing 
them,  supervising  them,  energizing  them,  giving  them  a  home. 
Whenever,  then,  a  Sunday-school  develops  into  a  church  and 
becomes  a  part  of  it,  this  is  a  matter  of  rejoicing.  That  in  such  a 
process    it   usually    becomes   denominational   is   incidental.     The 


UNION  SUNDAY-SCHOOLS.  193 

TART  I.  §  7,  CII.  vi.] 

tiling  to  be  rejoiced  at  is  that  the  scliool  is  now  nourished  in  the 
bosom  of  a  local  church  and  working  with  it.  Most  Sunday- 
schools  organized  by  missionary  effort  are  obliged  to  work  apart 
from  churches  in  distant  outlying  districts.  A  large  proportion 
of  the  Sunday-schools  of  the  West  and  South  are  necessarily  union 
and  are  so  situated  that  they  cannot  be  connected  with  churches. 
When  occasionally  one  of  these  schools  grows  strong  and  finally 
becomes  a  church,  those  who  originally  organized  it  on  a  mission 
basis  are  as  glad  as  any  others  can  be. 

When  a  Union  School  is  Desirable.  A  union 
school  is  often  the  only  school  that  is  feasible. 

1 .  //  Jits  the  needs  of  divided  and  sparsely  populated 
communities.  There  are  not  enough  members  of  any  one 
denomination  to  maintain  a  school  of  their  own  kind  in  a 
little  hamlet  and  if  there  were,  such  a  school  would  leave 
those  of  other  denominations  outside,  for  while  they 
would  be  welcome,  yet  as  they  would  feel  at  a  disad- 
vantage in  such  a  school,  ordinarily  they  would  stay 
away.  It  is  certainly  the  courteous  and  wise  thing  under 
such  circumstances  to  organize  a  school  which  will  draw 
all  into  it  and  give  all  equal  rights  in  it. 

2.  //  often  prepares  the  way  for  a  church  and  other 
denominational  work.  It  does  this  by  fusing  the  people 
together.  As  they  work  together  Sunday  after  Sunday, 
they  come  to  love  one  another,  they  forget  their  differ- 
ences, they  see  that  the  people  of  God  stand  very  close 
to  one  another  and  that  denominational  differences  are 
of  comparatively  slight  importance,  so  when  the  time  is 
ripe  for  a  church  to  be  formed,  they  cheerfully  unite  in 
forming  a  church  of  that  denomination  which  has  the 
most  adherents  or  the  best  prospects  of  life. 

3.  Such  union  schools  live.  Any  newly  organized 
school  is  liable  to  die.  Its  infant  life  often  depends  on 
the  nourishing  care  of  one  or  two  in  the  community  of 


194       3IANUAL   OF  SUNDAY-SCHOOL  3IETH0DS. 

V     -  [I'ART  I.  §  7,  CH.  vi. 

sufficient  consecration  to  carry  it  through  its  early  trials. 
Such  persons  sometimes  move  away  or  die  and  then  the 
school  is  given  up.  But  what  keeps  a  school  alive  is, 
first  of  all,  the  purpose  of  the  people  a,mong  whom  the 
school  exists,  second,  the  faithfulness  of  the  missionary 
workers,  who  started  the  school,  in  looking  after  it  after- 
ward, and  third,  the  fact  that,  when  possible,  these 
schools  are  committed  to  the  care  of  neighboring 
churches.  A  missionary  of  the  American  Sunday-School 
Union  spent  five  years  in  Nebraska  and  in  the  time 
organized  125  schools.  Returning  after  an  absence  of 
ten  years  he  made  investigation  and  found  that  at  least 
no  of  these  schools  were  still  living.  Fifteen  only  of 
the  whole  125  failed  to  send  to  him  word  of  their 
existence.  It  is  not  likely  that  any  better  report  could 
be  made  of  the  same  number  of  schools  whatever  name 
they  might  bear. 

The  Test  of  Value  is  Evangelistic  Power.  After 
all,  the  test  to  which  the  union  school  should  be  sub- 
jected is  its  evangelistic  influence.  The  aim  of  the 
union  school  is  to  kindle  the  gospel  flame  in  some 
neglected  neighborhood  whether  this  result  is  a  denomi- 
national school  or  not.  On  the  broad  basis  of  a  common 
Christianity  the  school  seeks  to  make  the  Bible  known 
and  to  win  souls  to  Christ.  As  a  rule  about  one  union 
school  in  nine  develops  into  a  church.  The  rest  are 
located  where  no  church  is  needed,  and  generally  where 
the  outside  edges  of  several  parishes  touch  and  where 
people  are  so  far  from  church'  that  they  have  stopped 
church-going  and  are  of  so  many  different  faiths  that 
they  do  not  work  together.  The  union  Sunday-school 
brings  them  together,  warms  their  hearts  with  a  new 
Christian  purpose  and  leads  them  to  church  attendance. 
Wherever  such  a  Sunday-school  is  established,  the  nearest 


UNION  SUNDAY-SCHOOLS.  195 

PART  I.  §  7,  CH.  vi.] 

churches  are  sure  to  feel  the  influence  and  to  be  blessed. 
The  people  of  these  rural  communities  grow  hungry  for 
public  worship  and  presently  find  their  way  to  the  house 
of  God,  often  from  a  long  distance,  connect  themselves 
with  God's  people  and  so  give  new  life  and  strength  to 
feeble  country  churches.  Such  a  work  is  a  blessing  to 
the  denominations  in  every  way.  It  resuscitates  feeble 
and  dying  churches.  It  strengthens  them  so  that  they 
are  able  to  do  more  for  themselves  and  otliers  and  require 
less  from  missionary  boards.  In  short  it  is  continually 
releasing  money  for  new  denominational  work  and  en- 
abling enterprises  to  give  to  denominational  causes  which 
seldom  gave  before. 


Section  8.     Sunday-schools  Associated. 
CHAPTER  I. 

THE   STATE   AND  OTHER   SUNDAY-SCHOOL  ASSOCIATIONS. 

The  Sunday-schools  of  this  country  have  increased 
greatly  in  number  and  many  have  come  into  organized 
relation  to  one  another.  The  evangelical  Sunday-schools 
are  generally  combined  into  state,  county  and  sometimes 
township  associations.  The  state  organizations  accredit 
delegates  to  an  International  Sunday-school  Convention, 
which  aims  to  include  most  of  the  Sunday-schools  of  this 
land. 

1.  The  International  Sunday -School  Convention  meets 
triennially,  the  delegates  coming  from  all  parts  of  this 
country  and  Canada.  It  does  not  profess  to  be  an  or- 
ganic body  having  a  continued  existence.  At  this  con- 
vention an  International  Lesson  Committee  is  appointed 
every  six  years  which  selects  passages  of  Scripture  and 
Golden  Texts  for  the  Uniform  Series  of  International 
Sunday-school  Lessons.  This  committee  came  into  ex- 
istence in  1872  and  under  its  skillful  management  the 
International  Lessons  have  been  widely  adopted,  not  only 
in  this  country  but  throughout  the  world. 

2.  State  Sunday-school  Association.  In  a  large  num- 
ber of  states  there  is  a  State  Sunday-school  Association 
also  holding  conventions  usually  each  year.  At  such 
conventions  the  Sunday-school  interests  of  the  state  are 

196 


THE  STA  TE  SUNDA  Y-SCHOOL  ASSOCIA  TIOXS.    197 

PART  I.  §  8,  CH.  i.] 

discussed  and  various  improvements  are  suggested.  Be- 
sides the  usual  officers  necessary  to  any  convention,  these 
associations  employ  one  or  more  paid  ''field-workers," 
whose  business  is  to  gather  statistics,  hold  institutes  and 
promote  the  organization  of  town  and  county  Sunday- 
school  Associations.  Nearly  all  of  these  associations  do 
not  undertake  to  do  direct  missionary  work.  They  are 
formed  to  secure  the  development  and  higher  efficiency 
of  Sunday-schools  already  existing. 

3.  Cou7ity  Associations  have  been  organized  in  sev- 
eral of  the  states  and  are  often  thriving  organizations.  It 
is  their  purpose  to  bring  all  the  Sunday-schools  of  the 
county  into  fellowship  and  to  develop  their  efficiency  by 
frequent  meetings. 

4.  The  District  and  Town  Associatiojts  serve  the 
same  purpose  in  a  more  limited  area. 

How  THESE  Organizations  are  Planned  and  Con- 
ducted. 

1.  The  officers  are  generally  a  president,  secretary, 
treasurer,  executive  committee  and  in  case  of  the  State 
Association,  one  or  more  field-workers.  These  workers 
may  be  a  general  field  superintendent,  a  primary  super- 
intendent, and  home  department  workers,  while  in  a  few 
states  the  State  Association  employs  missionaries  also. 

2.  The  meetings  of  the  State  Associations  are  con- 
ventions and  institutes.  The  difference  between  the  two 
forms  of  meetings  is  ordinarily  rather  in  the  design  than 
in  the  method.  The  convention  is  designed  to  give 
stimulus  and  enthusiasm  to  the  schools;  the  institute  is 
for  educational  purposes. 


CHAPTER  II. 

SUNDAY-SCHOOL    CONVENTIONS. 

Advantages  of  Sunday-school  Conventions..  It  is 
unquestionably  a  desirable  thing  that  the  Sunday-schools 
of  the  land  be  brought  into  association  with  one  another. 
The  Sunday-school  idea  is  most  important  and  needs  to 
be  emphasized  in  the  minds  of  workers  as  only  conven- 
tions are  likely  to  emphasize  it.  The  Sunday-school 
organization  is  most  complex  and  needs  the  light  on  its 
management  that  can  be  gained  from  a  conference  of 
workers.  The  task  of  the  Sunday-school  worker  is  some- 
times discouraging  and  always  severe.  He  needs  the 
encouragement  that  comes  from  the  contact  of  earnest 
souls  engaged  in  a  common  effort.  It  is  desirable  that 
the  schools  of  the  land  seek  to  enter  this  combination  for 
mutual  benefit.  It  is  well  that  every  Sunday-school 
worker  should  attend  such  meetings  as  far  as  possible. 

Conventions  Distinguished  from  Institutes.  Sun- 
day-school Conventions,  though  similar,  are  not  to  be 
confounded  with  institutes.  As  has  just  been  said,  the 
latter  are  to  educate,  the  former  to  stimulate.  The  con- 
vention is  designed  to  awaken  fresh  interest  in  the  Sun- 
day-school, to  discuss  Sunday-school  questions  and  to 
promote  the  cause.  It  is  impossible  to  keep  conventions 
and  institutes  from  trenching  somewhat  on  each  other's 
ground.  They  differ  partly  in  the  emphasis  placed  on  the 
distinctive  designs  of  each  and  still  more  in  the  repre- 
sentative character  of  the  meeting.  Conventions  aje, 
198 


SUNDAY-SCHOOL   CONVENTIONS.  199 

PART  I.  §  8,  CH.  ii.] 

either  town,  county,  or  state.  The  convention  is  to 
arouse  enthusiasm  and  devotion  to  the  work,  to  bring  the 
workers  together  and  make  them  feel  that  they  are  one. 
A  convention  is  generally  marked  by  a  crowd,  by  prom- 
inent speakers,  by  various  novelties,  by  a  good  time  and 
by  an  effort  to  collect  money  for  its  work. 

Make  Conventions  Profitable.  There  should  be 
abundant  material  secured  for  thought  and  discussion. 
These  conventions  are  too  often  notable  for  the  absence 
of  prominent  clergymen.  When  such  clergymen  have 
been  asked  afterward  why  they  were  not  present,  the  an- 
swer has  several  times  been,  "  Because  I  knew  I  should 
get  nothing  there  of  value."  It  may  be  said  in  reply 
that  these  ministers  would  have  prized  the  convention  if 
they  had  been  more  interested  in  the  Sunday-school.  Or 
it  may  be  said  that  the  convention  is  not  designed  to  aid 
ministers  in  the  higher  departments  of  Biblical  study,  but 
to  give  elementary  truths  to  beginners  in  the  Sunday- 
school  work.  Or  it  may  be  said  that  ministers  should 
attend  these  conventions  to  give  of  their  abundance  to 
others  rather  than  to  expect  to  add  to  their  own  store. 
But,  whatever  be  said,  it  still  remains  a  fact  that  the  con- 
vention ought  to  be  so  strong  and  so  helpful  that  the 
ministry  would  be  sure  to  go  away  from  it  instructed,  re- 
freshed and  strengthened.  How  may  the  needs  of  such 
men  be  met  ? 

1.  Underlying  principles  must  be  disciissed  more  at 
length,  and  not  merely  Sunday-school  methods.  In  con- 
sidering themes  relating  to  Sunday-schools,  more  of  those 
topics  should  be  taken  up  in  which  ministers  are  specially 
interested. 

2.  Leading  7ninisfers  in  the  co?jvention.  Not  merely 
leading  Sunday-school  experts  but  prominent  clergymen 
should  be  brought  forward  and  their  ideas  be  sought. 


200      3IANUAL  OF  SUNDAY- SCHOOL  3IETII0DS. 

[PART  I.  §  8,  cii.  ii. 

Discussions  should  be  arranged  between  them.     A  free 

parhament   should    be  had  in  which   they  may  have  a 

chance. 

3.  Conventions  must  do  something.  The  best  men 
are  busy  men  and  will  not  take  time  to  come  to  such 
meetings  unless  there  is  something  in  them  to  be  done  as 
well  as  to  be  heard.  The  busy  man  wants  to  know  what 
good  he  can  do  by  going,  not  simply  what  good  he  can 
get.  This  feeling  must  be  met  by  making  the  conven- 
tion a  place  to  discuss  and  settle  important  courses  of 
action. 

Here,  too,  is  certainly  the  place  for  reports  from  the 
missionary  work  of  the  Sunday-school  as  conducted  at 
home  and  abroad  by  the  denominational  societies  and 
the  American  Sunday-School  Union. 


CHAPTER  III. 

SUNDAY-SCHOOL   INSTITUTES. 

Object.  The  object  of  a  Sunday-school  institute  is  to 
instruct  the  teachers  of  the  neighborhood  in  matters  nec- 
essary to  fit  them  for  the  largest  usefulness  in  the  work. 
The  same  general  topics  are  considered  in  an  institute  as 
are  taken  up  in  a  normal  class; — the  difference  being  that 
the  normal  class  is  held  week  after  week  while  the  insti- 
tute lasts  only  for  a  few  days. 

Method.  The  institute  meets  at  some  convenient 
centre  and  holds  its  sessions  for  one,  or  two  or  more  days 
according  as  it  is  able  to  bring  together  and  to  hold  those 
who  are  willing  to  receive  instruction.  The  methods 
pursued  are  partly  by  lectures,  partly  by  the  use  of  text- 
books, partly  by  question  and  answer  and  partly  by  the 
preparation  of  themes.  It  is  the  design  of  the  managers 
of  such  institutes  to  bring  to  them  men  of  ability  to  act 
as  instructors.  The  institute  proceeds  with  conversations, 
discussions,  lectures  with  questions  following,  model  class- 
teaching  and  the  like.  Hie  aim  is  to  have  as  wide  a  va- 
riety of  method  as  possible  in  order  to  secure  greater 
interest  and  to  meet  the  needs  of  all  classes  of  people. 

Constituency  of  the  Institute.  This  is  very  flex- 
ible. Sometimes  it  may  be  best  to  have  the  whole  state 
represented.  If  some  great  teacher  from  across  the 
water  were  here  and  his  time  was  short,  it  would  be 
manifestly  better  to  have  all  who  were  eager  to  hear  him 
come  in  from  a  wide  radius.  But  if  the  institute  wei-e 
to  be  conducted  by  one  who  had  time  for  it,  and  was 

201 


202      3IANUAL  OF  SUNDAY-SCHOOL  3IET1I0DS. 

[PART  I.  §  8,  CH,  iii. 

most  concerned  to  do  it  in  an  effective  way,  it  would  be 
far  better  to  hold  an  institute  in  one  county  and  then  in 
the  next  and  so  on  till  the  whole  state  were  covered.  Or 
an  institute  for  a  smaller  territory,  even,  might  be  very 
desirable.  If  a  suitable  instructor  could  be  obtained,  it 
would  be  far  better  for  all  the  Sunday-schools  in  a  town 
or  in  a  city,  to  unite  in  an  institute  and  then  to  have  thor- 
ough work  done,  and  the  institute  continue  long  enough 
to  open  the  doors  of  knowledge  to  the  teachers  of  the 
place. 

The  Success  of  an  Institute  depends  upon  several 
considerations, — the  leader,  the  variety  secured,  the  na- 
ture of  the  work  done,  the  spirit  of  the  students  and  the 
facilities  for  instruction. 

1.  The  leader.  A  first-class  instructor  is  essential  to 
give  success  to  an  institute.  He  should  be  scholarly  and 
enthusiastic.  He  should  be  an  administrator  and  able  to 
plan  wisely.  He  should  be  able  to  understand  men  and 
be  able  to  recognize  who  are  fitted  to  be  helpers  in.  this 
work  and  to  enlist  their  cooperation.  It  is  impossible  for 
him  to  carry  the  burdens  alone,  even  though  he  be  the 
normal  superintendent  for  the  state ;  he  must  train  and 
bring  into  service  a  large  corps  of  volunteer  assistants, 
pastors,  educators  and  others,  who  will  take  up  the  work 
after  he  has  organized  it  and  carry  it  on  successfully  when 
he  is  away. 

2.  Variety  in  the  management  of  an  institute  is  an 
essential.  This  will  awaken  curiosity,  stimulate  interest 
and  develop  thought.  Dr.  Vincent  has  had  an  unusu- 
ally wide  experience  in  connection  with  Sunday-school 
institutes  and  in  his  admirable  book  entitled  ''The  Mod- 
ern Sunday-school,"  he  devotes  a  chapter  to  institutes, 
suggesting  in  it  some  thirty  different  features  to  introduce 
in  order  to  give  variety.     Without  dwelling  upon  them, 


SUNDAY-SCHOOL   INSTITUTES.  203 

PART  I.  §  8,  CH.  iii.] 

it  will  be  suggestive  and  helpful  to  give  a  catalogue  of 
some  of  them  here. 

They  are  these :  (i)  Present  in  a  series  of  brief  addresses  a 
consideration  of  the  entire  work  of  the  Sunday-school.  (2)  Eluci- 
date topics  by  conversations.  (3)  Hold  a  free  parliament  in  which 
any  one  has  a  chance  to  say  a  word  on  any  topic  he  pleases.  (4) 
Hold  a  promise  meeting.  (5)  Give  a  lecture  lesson,  a  lecture,  i.  e., 
which  is  often  interrupted  by  the  lecturer  to  question  his  audience 
or  by  an  audience  to  question  the  lecturer.  (6)  A  list  of  personal 
questions  is  made  out  and  distributed  to  be  filled  out  by  the  teach- 
ers present  and  subsequently  read, — without  the  use  of  names. 
(7)  Put  test  questions  to  be  answered  by  all  who  can,  these 
answers  serving  in  place  of  reports.  (8)  Use  the  question  drawer. 
(9)  Prepare  a  set  of  serial  questions  to  which  each  teacher  is  to 
write  answers,  give  these  out  and  read  the  answers  afterward. 
Let  committees  arrange  the  answers.  (10)  Let  lectures  be  given, 
followed  by  questions  or  discussions,  (i  i)  Let  specimen  lessons  be 
given  which  all  should  observe  and  study.  Such  specimen  lessons 
may  be  taught  a  Bible  class,  or  an  intermediate  class,  or  a  normal 
class.  Even  a  specimen  Sunday-school  session  might  be  held  be- 
fore the  institute.  (12)  A  session  or  part  of  it  may  be  spent  in 
map-drawing.  (13)  A  small  institute  may  with  great  profit  spend 
an  hour  in  preparing  a  lesson  for  teaching  by  selecting  a  golden 
text,  ascertaining  the  central  thought,  preparing  questions,  choos- 
ing illustrations  and  making  an  analysis.  (14)  Study  a  section  of 
history  in  the  Bible.  (15)  Analyze  the  books  of  the  Bible  describ- 
ing the  author  of  each,  its  object,  contents  and  characteristics. 
(16)  Take  up  such  a  single  theme  as  "  The  wanderings  of  Israel  " 
and  devote,  if  necessary,  several  sessions  to  it.  (17)  Take  up  the 
sacred  places  and  tell  what  made  them  memorable.-  (18)  Discuss 
the  meanings  of  tabernacle  and  temple  service.  (19)  Bring  for- 
ward a  Biblical  museum  and  take  it  up  article  by  article.  (20) 
Spend  an  hour  in  mutual  confessions  as  to  personal  habits  of  Bible 
study  and  the  like,  (21)  Divide  the  institute  into  sections  for  pas- 
tors, superintendents,  librarians,  adult  class  teachers,  primary  class 
teachers  and  the  like,  each  holding  a  separate  meeting.  (22) 
Hold  a  service  of  consecration. 

1.      The  work  done.     No  institute  is  successful  unless 


204      3TANUAL  OF  SUNDAY-SCHOOL  3IETII0DS. 

[part  I.  §  8,  CH.  iii. 

it   really  instructs.     There  must  be  solid  thought   and 

careful  preparation,  combined  with  experience  to  make 

the  institute  worth  the  expenditure  of  time  and  money 

which  it  involves.     If  it  is  well  planned  and  well  taught, 

if  really  fresh  and  helpful  truth  is  brought  forward,  this 

will  presently  be  recognized  and  appreciated. 

4.  The  spirit  of  the  students.  Much  of  the  success 
of  an  institute  depends  upon  the  spirit  of  those  who 
attend  it.  It  is  not  enough  to  sow  the  seed  faithfully, 
the  soil  must  be  in  good  condition  and  receive  the  seed 
gladly.  An  institute  of  people  who  are  frivolous,  who 
have  come  for  the  sake  of  the  journey  or  the  social 
attractions  or  the  privilege  of  visiting  a  city,  instead  of 
doing  solid,  hard  work,  can  by  no  possibility  be  suc- 
cessful. 

5.  The  facilities  of  an  institute  affect  its  success.  An 
institute  should  be  held  in  a  place  adapted  to  it,  a  place 
easy  of  access,  in  a  room  large  enough  for  it,  with  con- 
veniences for  instruction, — maps,  blackboards,  etc.  Sum- 
mer institutes  have  proved  a  great  success.  Families 
meet  in  the  summer  in  shaded  grounds  used  for  such 
purpose,  spend  two  or  three  weeks  in  cottages,  attend 
classes  of  various  sorts  with  lectures  and  entertainments 
in  the  evening  and  get  both  pleasure  and  profit  from  the 
outing.  Such  Sunday-school  assemblies  are  now  held 
in  various  parts  of  the  country  and  are  very  successful. 

Normal  Superintendents.  It  would  be  a  great  advantage  to 
Sunday-school  work  throughout  the  land  if  some  method  could  be 
devised  by  which  methods  of  training  Sunday-school  workers  for 
larger  efficiency  were  in  the  hands  of  regularly  appointed  normal 
superintendents.  Such  superintendents  should  be  numerous  enough 
to  be  able  to  do  thorough  work  in  the  districts  to  which  they  were 
assigned.  There  need  not  in  all  cases  be  a  superintendent  to  every 
state,  while  in  the  case  of  large  states  it  might  be   desirable  to 


SUNDAY  SCHOOL  INSTITUTES.  205 

TART  I,  §  8,  cii.  iii,] 

have  more  than  one.  Every  such  superintendent  should  be  a 
thorough  educator  and  a  devoted  Sunday-school  man.  He  should 
be  a  man  of  standing  and  of  force  of  character,  fully  the  peer  of  the 
state  superintendents  of  education  in  our  public  schools.  His  busi- 
ness should  be  to  develop  methods  of  educating  the  Sunday-school 
teachers  of  his  state  to  be  thoroughly  fitted  for  their  work.  To  do 
this  he  might  spend  a  good  part  of  his  time  in  holding  Sunday- 
school  institutes  for  the  benefit  of  teachers,  planning  to  cover  the 
whole  state  in  course  of  time.  Once  a  year  in  every  considerable 
city  and  in  every  district  of  four  or  five  neighboring  towns,  there 
ought  to  be  held  for  a  period  of  two  weeks,  an  institute  which  the 
teachers  in  the  neighborhood  should  feel  themselves  in  honor 
bound  to  attend  if  possible.  Such  an  institute  should  be  in- 
augurated by  the  superintendent  and  afterward  visited  from  time 
to  time,  but  he  should  train  neighboring  pastors  and  scholarly  men 
in  other  walks  of  life,  to  take  up  the  work  and  carry  it  on  reg- 
ularly. Normal  work  of  this  character  would  commend  itself  not 
only  to  the  Sunday-school  but  to  the  churches  generally  and, 
especially,  to  the  pastors. 


CHAPTER  IV. 

PRIMARY    teachers'    UNIONS. 

What  is  a  Primary  Union  ?  The  work  of  teaching 
little  children  is  so  peculiar  that  it  has  been  found  desir- 
able by  those  engaged  in  such  work  to  combine  for  the 
study  of  methods.  Often  the  lessons  taken  up  in  pri- 
mary departments  are  unlike  those  in  the  older  portions 
of  the  school,  and  in  all  cases  the  methods  followed  are 
distinctive.  To  teach  little  children  is  an  art  of  peculiar 
difficulty.  It  requires  a  knowledge  of  child-nature  and 
the  use  of  methods  developed  by  experience.  The  pri- 
mary union  has  been  devised  to  aid  the  work  of  teaching 
little  children.  It  combines  features  of  the  Sunday- 
school  institute,  the  normal  class  and  the  teachers' 
meeting.  It  seeks  to  secure  the  best  work  in  the  primary 
department  by  bringing  together  primary  teachers  for 
study  and  counsel, — both  in  small  communities  and  over 
a  large  territory. 

How  Organized.  Since  it  aims  to  reach  teachers  of 
a  peculiar  class  of  whom  there  are  comparatively  few  in 
each  school,  it  is  found  desirable  for  such  teachers  in  all 
the  schools  of  a  city  or  village  to  combine  in  one  primary 
union.  Such  a  union  then  chooses  a  full  set  of  officers, 
president,  vice-president,  secretary  and  treasurer.  It 
usually  appoints  a  number  of  committees,  every  member 
of  the  union  being  expected  to  serve  on  some  one  of 
these  committees.  Among  such  committees  may  be  a 
lesson  committee  to  arrange  the  exercises  for  the  meet- 
ings, a  music  committee  to  secure  good  music  at  the 
2(J6 


PRIMARY  TEACHERS'   UNIONS.  207 

FART  I.   §  8,  CH.  iv.] 

meetings,  a  sociable  committee  to  promote  acquaint- 
ance and  keep  lists  of  the  members,  and  a  library- 
committee  to  procure  a  suitable  primary  library  and  to 
care  for  it. 

Character  of  the  Meetings.  It  is  usual  at  the 
meetings  of  the  primary  union  to  study  the  lesson  for  the 
coming  Sabbath,  especially  with  reference  to  the  best 
method  of  teaching  it,  and  then  to  take  up  some  branch 
of  study  designed  to  fit  the  teacher  for  greater  usefulness, 
such  as  child-nature,  the  use  of  the  blackboard,  normal 
topics  and  the  like.  The  International  Union  of  Primary- 
Teachers  has  issued  a  list  of  150  or  more  topics  suitable 
for  use  at  these  primary  meetings. 

The  International  Union.  The  primary  unions  of 
this  country  and  Canada  have  combined  in  an  Interna- 
tional Union  of  Primary  Sunday-school  Teachers.  This 
organization  has  an  international  council  consisting  of  a 
number  from  each  state  and  province.  There  is  a  cen- 
tral committee  of  the  international  council  appointed  to 
act  for  the  council  between  the  meetings  of  the  Interna- 
tional Triennial  Sunday-school  Convention.  The  Inter- 
national Primary  Union  promotes  organized  primary  work, 
issuing  a  Quarterly  Bulletin,  a  Primary  Teachers^ 
Manual  and  other  publications,  assisting  in  the  organi- 
zation of  state  and  county  primary  unions,  the  holding 
of  primary  institutes  and  of  summer  schools  for  the  study 
of  the  methods  of  primary  teaching.  In  some  states  a 
primary  secretary  is  employed  to  organize  primary  work 
and  lecture  on  primary  methods  of  instruction. 


CHAPTER  V. 

SUNDAY-SCHOOL   MISSIONARY    SOCIETIES. 

The  Sunday-school  in  this  modern  day  has  become  a 
great  missionary  force  and  several  societies  now  aim  to 
promote  the  extension  of  Christ's  kingdom  by  organizing 
Sunday-schools.  This  form  of  missionary  work  began 
early  in  the  nineteenth  century.  The  Philadelphia  Sun- 
day and  Adult  School  Union  was  organized  in  1817,  and 
in  1824  this  body,  having  a  large  number  of  affiliated 
societies  in  different  parts  of  the  country,  secured  a 
change  of  name  and  afterward  was  called  the  American 
Sunday-School  Union.  The  object  of  this  society  is  to 
carry  forward  home  missionary  operations  by  organizing 
Sunday-schools  in  destitute  regions  and  thus  kindling  a 
gospel  fire  which  shall  spread  from  point  to  point. 
Through  all  these  years  this  society  has  been  actively 
engaged  in  this  work,  sending  its  missionaries  for  the 
most  part  to  the  western  frontiers  or  into  the  South.  Of 
late  years  it  has  also  found  work  to  do  in  New  England 
and  other  eastern  states  where  from  the  movement  of 
people  into  the  cities  an  ebbing  population  has  been  left 
destitute  of  religious  privileges.  The  society  has  been 
organizing  Sunday-schools  at  the  rate  of  over  three  every 
day  of  every  year  for  the  last  three-quarters  of  a  century. 
This  society,  which  is  supported,  managed,  officered  and 
worked  by  Christians  from  a  number  of  denominations, 
works  on  a  union  or  interdenominational  basis  and  organ- 
izes Sunday-schools  which  are  union.  The  reason,  as  well 
as  the  necessity,  for  this  is  that  in  innumerable  places  in 
this  country  there  are  little  communities  of  widely-scat- 
208 


SUNDAY-SCHOOL  MISSIONARY  SOCIETIES.      209 

PART  I.  §  8,  CH.  v.] 

tered  rural  populations,  where  the  people  represent  a  great 
variety  of  denominations.  The  evangelical  Christian 
basis  of  the  American  Sunday-School  Union  exactly  fits 
their  need.  They  could  not  agree  on  a  denominational 
work  and  there  are  not  enough  of  a  kind  to  support  a 
school  of  their  own  denomination.  Therefore  the  school 
must  be  interdenominational,  that  is,  union,  or  not  exist. 
In  a  land  where  the  census  reports  143  different 
denominations,  a  society  working  in  outlying  rural  dis- 
tricts on  a  broad  union  basis,  meets  with  peculiar  favor 
and  often  can  hope  for  no  favor  otherwise.  Those  who 
understand  its  working  best,  no  matter  how  strongly 
denominational  they  may  be  in  their  sympathies,  ap- 
preciate its  work,  because  it  invariably  strengthens  the 
churches  nearest  to  the  Sunday-schools  it  organizes,  and 
because  its  Sunday-schools  often  grow  into  strong 
churches  and  so  strengthen  the  denominations.  Nor 
do  any  who  understand  the  matter  charge  that  its  schools 
are  less  likely  to  live  because  undenominational.  As  a 
matter  of  fact  these  schools,  so  long  as  they  must  remain 
without  becoming  an  integral  part  of  some  local  church 
and  so  passing  under  its  fostering  care, — in  other  words, 
so  long  as  they  must  remain  independent, — are  strongest 
as  union  schools.  They  thus  allay  suspicions,  quiet  an- 
tagonisms, excite  the  interest  and  secure  the  support  of 
all  God's  people  of  whatever  name.  After  a  time  as  they 
grow  stronger,  they  often  develop  into  a  church  which 
must  necessarily  be  of  some  denomination,  or  they  some- 
times pass  into  the  care  of  the  nearest  church  as  a  branch 
school  connected  with  it.  The  American  Sunday-School 
Union  never  works  for  itself  and  is  always  delighted  to 
pass  over  its  schools  either  as  fully  developed  churches  or 
as  branch  Sunday-schools  to  any  denomination  that  the 
schools  themselves  voluntarily  choose. 


210      3IANUAL  OF  SUNDAY-SCHOOL  3IETII0DS. 

[PART  I,  §  8,    CH.    V. 

During  a  good  part  of  the  nineteenth  century  this 
society  has  been  busy  in  organizing  union  Sunday-schools 
in  needy  districts,  at  the  same  time  through  its  publi- 
cation work  providing  such  schools  with  a  much  needed 
literature.  As  a  result  it  has  organized  over  100,000 
Sunday-schools  into  which  it  has  brought  not  less  than 
4,500,000  children  and  youth,  together  Vvith  their 
teachers.  Nearly  2,000  Sunday-schools  a  year  are 
established  by  this  society  and  into  these  schools  are 
gathered  ordinarily  about  60,000  young  people  yearly 
who  otherwise  would  for  the  most  part,  be  without  the 
privileges  of  the  gospel.  In  the  schools  organized  by  this 
society  are  reported  from  5,000  to  10,000  conversions 
annually,  while  from  100  to  200  churches  are  developed 
yearly.  So  certain  are  the  methods  of  this  society  to 
produce  the  desired  results,  that  it  is  easy  to  calculate 
from  the  amount  of  money  put  at  its  disposal  in  a  given 
year  the  number  of  schools  organized,  of  youth  brought 
in  and  of  converts  reported. 

After  the  American  Sunday-School  Union  had  proved 
successful  in  organizing  Sunday-schools  which  grew'into 
churches,  a  number  of  the  denominations  were  stimulated 
to  form  their  own  Sunday-school  societies  to  work  in  a 
similar  direction,  expecting  that  these  denominational  so- 
cieties v/ould  result  in  larger  denominational  advantage. 
Thus  the  Massachusetts  Sabbath-School  Society,  merged 
in  1868  into  the  Congregational  Publishing  Society, 
thenceforward  called  the  Congregational  Sunday-School 
and  Publishing  Society,  was  organized  in  1832.  The 
Sunday-school  Union  of  the  Methodist  Episcopal  church, 
organized  in  1827,  is  not  distinctively  a  missionary  so- 
ciety. The  Methodists  expect  their  preachers  to  see  to 
the  extension  of  Sunday-school  work  and  consequently 
brought  their  society  into  being  to  furnish  supplies  to 


SUNDAY  SCHOOL  BIISSIONARY  SOCIETIES.      211 

PART  I.  §  8,  ClI.  v.] 

needy  schools  already  existing.  Recently,  however,  a 
prominent  Methodist  gave  a  generous  sum  to  be  expended 
in  the  support  for  two  or  three  years  of  two  missionaries 
in  the  South.  The  Protestant  Episcopal  Sunday-School 
Union  and  the  Evangelical  Knowledge  Society  do  a 
similar  work  to  that  of  the  Methodist  Society  in  providing 
Sunday-school  supplies  for  needy  schools  under  Episco- 
pal care.  Besides  these  societies,  there  are  Sunday- 
school  missionary  departments  connected  with  the  pub- 
lishing boards  of  the  Presbyterian,  the  Baptist  and  the 
(German)  Reformed  churches.  These  organizations  are 
doing  vigorous  work,  organizing,  some  of  them,  as  many 
as  500  or  1,000  Sunday-schools  a  year. 

Besides  these  various  societies  for  home  missionary 
work,  the  Foreign  Sunday-School  Association,  at  one 
time  auxiliary  to  the  American  Sunday-School  Union, 
became  incorporated  in  1878  to  do  Sunday-school  work 
in  foreign  lands.  It  does  this  largely  by  correspondence 
and  by  volunteer  effort. 


Part  II.      For  the  Teacher. 


Section    i.       Considerations  at    the    Basis  of 

Teaching. 


CHAPTER  I. 

THE   teacher's   PRIVILEGE. 

Difficulty  in  Securing  Teachers.  It  is  strange  that 
so  many  are  unwilling  to  teach  in  the  Sunday-school.  It 
is  often  difficult  to  find  teachers  to  supply  the  classes. 
Even  in  churches  with  several  hundred  members  the 
school  is  often  inadequately  equipped, — the  classes  are 
too  large  or  teachers  are  retained  when  age  or  other  duties 
demand  that  they  should  be  excused,  or  incompetent 
teachers  are  accepted,  or  classes  are  not  formed  that 
ought  to  be,  simply  because  church  members  are  unwill- 
ing to  take  up  the  work. 

An  Attractive  Work.  As  a  matter  of  fact,  it  would 
not  be  easy  to  imagine  any  phase  of  Christian  work  more 
attractive  than  that  of  the  Sunday-school  teacher. 

I .  Every  facility  for  work.  Here  is  a  definite  field 
of  work.  The  teacher's  sphere  of  operations  is  defined. 
He  is  put  in  charge  of  eight  or  ten  young  people,  whom 
he  is  to  benefit  spiritually.  His  methods  also  are  largely 
defined.     He  is  to  reach  these  young  people  through  the 

213 


214      MANUAL  OF  SUNDAY-SCHOOL  31ETH0DS. 

[PART  II.   §   I,  CH.  i. 

teaching  of  the  Bible.  He  is  surrounded  with  every  in- 
fluence to  make  his  work  easy  and  successful.  He  is  not 
alone,  for  other  classes  are  about  him,  engaged  in  the 
same  work.  He  has  a  superintendent  to  encourage  him, 
a  pastor  to  advise  him,  appliances  of  all  sorts  at  hand, 
lesson  helps  in  abundance.  If  he  desires  to  carry  out 
the  direction  of  the  Master  and  teach  all  men  to  observe 
all  that  Christ  has  commanded  (Matt,  xxviii.  19,  20), 
he  can  ordinarily  find  no  way  to  do  this  easier  for  him  or 
more  likely  of  success  than  to  teach  in  the  Sunday-school. 

2.  A  work  for  the  young.  In  teaching  in  the  Sun- 
day-school, the  teacher  comes  into  relation  to  the  young. 
Ordinarily  he  will  have  a  class  of  those  just  beginning 
life,  with  all  the  vivacity  and  enthusiasm  of  youth,  and  if 
he  has  not,  the  young  are  near  him  and  are  influenced  by 
his  class  and  his  example.  It  is  a  wonderful  privilege  to 
live  in  contact  with  the  young,  to  share  their  thoughts,  to 
forget  life's  disappointments  in  their  hopes,  to  gain  fresh- 
ness and  courage  from  their  life.  They  are  easily 
reached,  and  when  reached  they  carry  the  good  done 
them  far  into  the  future  beyond  the  vision  of  the  present. 
The  teacher  of  youth,  then,  has  a  rare  privilege.  His 
efforts  to  do  good  are  quickly  appreciated  and  are  effec- 
tive, while  also  he  knows  that  he  is  setting  influences  in 
motion  that  will  continue  long  after  he  is  gone. 

3.  An  effort  to  fit  souls  for  heaven.  It  is  worth 
w^hile  to  consider  what  the  teacher's  work  is.  It  is  noth- 
ing less  than  to  fit  the  soul  for  heaven, — for  a  heaven  that 
begins  on  earth  and  that  continues  through  an  eternity. 
The  teacher  has  for  his  material  the  immortal  soul,  and 
this  soul  is  to  be  moulded  by  him  into  the  image  of  God ; 
it  is  to  be  rescued  from  sin  and  reconciled  to  God ;  it  is 
to  be  shown  the  joys  of  a  pure  life  and  be  developed  in 
the  highest  qualities  of  its  being.     There  is  no  grander 


THE  TEACHER'S  PPdVILEGE.  215 

PART  II.  §  I,  CH.  i.] 

work,  on  earth  than  that  which  tlie  teacher  in  the  Sun- 
day-school shares  in  common  with  the  minister  of  the 
gospel,  viz  :  that  of  rescuing  lost  humanity  and  bringing 
it  into  the  peace  and  power  which  come  from  the  pardon 
of  sins. 

4.  The  privilege  of  Bible  study.  Another  considera- 
tion deserves  to  be  emphasized,  viz :  the  privilege  which 
the  teacher  in  the  Sunday-school  enjoys  in  his  study  of 
the  Bible.  There  is  no  other  way  of  fixing  truth  in  the 
mind  at  all  comparable  with  teaching  it.  Thus  the  Sun- 
day-school teacher  has  this  great  comfort ; — in  teaching 
others  he  is  himself  gaining  knowledge  of  the  utmost  im- 
portance to  himself  in  the  most  effective  way.  It  is  an 
unspeakable  privilege  to  be  engaged  in  a  work  which 
leads  to  constant  communion  with  God's  Word  and 
obliges  one  to  seek  familiarity  with  the  divine  truth. 
There  are  innumerable  ways  of  usefulness  which  lack 
this  high  privilege.  But  here  is  a  way  of  working  for 
Cin-ist  which  brings  one  into  the  very  Garden  of  God 
where  he  is  to  pluck  the  choicest  and  eat  for  himself 
while  he  deals  out  to  others. 

Reflex  Benefits  of  Teaching.  The  teacher  in  the 
Sunday-school  receives  many  peculiar  advantages  in  his 
work. 

1.  //  increases  his  knowledge.  This  has  already 
been  suggested  in  speaking  of  the  familiarity  with  the 
Bible  that  the  teaching  of  it  insures.  But  this  is  not  all. 
Teaching  is  a  mental  discipline  of  inestimable  worth.  It 
quickens  every  f^iculty  of  the  mind  and  one  who  wishes 
to  make  the  most  of  himself  may  be  thankful  for  the 
privilege  of  teaching  even  but  the  one  hour  a  week  in 
Sunday-school. 

2.  Teaching  builds  up  character.  It  is  a  great  re- 
sponsibility.    It  gives  tlie  teacher  the  consciousness  that 


216      MANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[part  II.  §  I,  CH  i. 

others  are  dependent  on  him  and  are  being  shaped  by 
him,  and  this  makes  him  careful.  His  work  brings  him 
into  contact  with  God  and  presently  his  own  religious  life 
takes  a  new  start  and  he  steadily  grows  in  piety. 

3.  Teaching  enlarges  his  sympathies.  His  heart  is 
warmed  by  the  effort  to  do  good.  He  comes  to  love 
those  who  are  in  his  charge.  A  new  desire  for  the  wel- 
fare of  others  fills  his  heart  and  he  forgets  self.  It  is  a 
great  thing  to  outgrow  the  boundaries  of  one's  own  per- 
sonality and  to  lose  self-consciousness  in  a  wide  interest 
in  humanity, 

4.  Teaching  gives  him  the  joy  of  doing  good.  He  can 
see  that  he  is  of  service.  The  gratitude  of  his  pupils 
shows  it,  but  still  more  the  practical  results  in  their  inter- 
est in  the  Bible,  their  acceptance  of  Christ  and  their 
growth  in  character.  There  is  no  joy  on  earth  richer 
and  purer  than  this.  The  faithful  teacher  who  seizes  his 
opportunity  and  uses  it  wisely,  at  once  tastes  the  supreme 
joy  of  service. 


CHAPTER  II. 

THE   teacher's    AIM. 

The  Same  as  That  of  the  Bible.  Manifestly  the 
aim  of  the  Sunday-school  teacher  in  teaching  the  Bible 
should  be  the  same  as  that  of  the  Bible  itself.  The  Bible 
does  not  exist  for  its  own  sake,  but  the  rather  to  teach 
religion.  It  is  a  guide  book  to  show  the  way  to  heaven. 
It  is  a  book  of  directions  to  set  forth  our  duty  to  God  and 
our  duties  to  man.  The  answer  of  the  \Vestminster 
Catechism  to  the  question  ''What  do  the  Scriptures 
principally  teach?"  can  be  accepted  by  those  of  all 
faiths; — "The  Scriptures  principally  teach  what  man  is 
to  believe  concerning  God  and  what  duties  God  requires 
of  man."  The  Bible  is  an  intensely  practical  book.  It 
does  not  exist  to  teach  history,  or  astronomy,  or  botany, 
or  zoology,  or  archaeology,  or  ethnology,  but  all  its  ref- 
erences to  those  and  simikir  topics  are  purely  to  illustrate 
truths  concerning  God  and  the  duties  God  requires  of 
man. 

To  Teach  Morality  and  Religion.  In  the  aim  of 
the  Bible  is  the  limitation  of  the  Sunday-school  teacher's 
work.  He  should  be  intensely  practical.  His  Bible  is  a 
means  to  an  end.  It  is  his  business,  as  has  already  been 
said,  not  to  teach  the  Bible,  but  what  the  Bible  teaches, 
— in  other  words,  the  religion  and  morality  of  the  Bible. 
He  might  easily  spend  his  whole  time  and  often  does 
spend  his  time  in  learnedly  setting  forth  curious  and  in- 
teresting facts  in  regard  to  the  Bible,  its  origin,  its  manu- 
scripts,  its  preservation,    its  translations,    its  geography 

217 


218       MANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[part  II.  §  I,  CH.  ii. 

and  ethnology.  More  or  less  of  this  is  unavoidable,  all 
of  it  is  desirable  for  scholars,  some  of  it  is  necessary  to 
the  ordinary  student  who  would  accept  the  Bible  intelli- 
gently, but  after  all,  whatever  is  done  in  this  direction 
should  be  entirely  incidental.  The  purpose  of  the  Sun- 
day-school is  character-building,  just  as  the  aim  of  the 
Bible  is  to  lift  men  up  to  God. 

When  a  man  is  drowning  and  we  throw  him  a  rope,  our  main 
effort  at  instructing  him  is  to  tell  him  where  the  rope  is  and  that 
his  life  depends  on  seizing  it.  We  do  not  take  much  time  in 
learned  disquisitions  on  the  different  kinds  of  rope  manufactured 
or  on  the  process  by  which  this  particular  rope  was  made,  or  on 
rope-walks  in  general  and  the  present  state  of  the  cordage  business. 
Life  is  an  emergency  and  the  Sunday-school  teacher  is  in  a  serious 
place.  He  is  bound  to  use  his  short  hour  of  contact  with  his  class 
so  as  to  produce  the  best  spiritual  results.  He  must  not  waste  his 
time  on  irrelevant  questions  that  have  nothing  to  do  with  the 
religious  life.  His  ultimate  aim  is  to  bring  those  he  teaches 
into  a  loving  and  happy  relation  to  their  Heavenly  Father.  His 
one  thought  must  be  "  1  beseech  you  in  behalf  of  Christ,  be  ye 
reconciled  to  God."  The  salvation  of  souls,  the  building  up  of 
character,  the  making  of  olhers  useful,  the  strengthening  of  the 
church  for  service,  these  are  his  paramount  aims.  In  order  to  this 
there  are  other  subordinate  aims  and  these  may  be  at  first  spe- 
cially emphasized  in  order  to  prepare  the  way  to  use  the  hour  suc- 
cessfully in  higher  aims. 

Awaken  an  Interest  in  the  Bible.  The  first  ne- 
cessity, of  course,  is  to  awaken  an  interest  in  the  Bible. 
The  teacher  must  hold  his  class  and  stimulate  it  to 
Bible  study.  To  do  this  he  may  be  obliged  to  begin  at 
some  distance  from  the  truth  he  would  inculcate,  by 
leading  his  pupils  to  recognize  the  Bible  as  a  peculiar 
and  wonderful  book. 

Secure  Confidence  in  the  Bible.  When  once  an  inter- 
est in  the  study  has  been  awakened,  it  may  be  necessary,  and 


THE  TEACHEIVS  AIM.  219 

PART  II.  §  ,1  CII.  ii.] 

if  not  necessary,  desirable,  to  secure  the  confidence  of  the 
pupils  in  the  wisdom  and  authority  of  the  Bible.  To  this 
end  some  consideration  of  the  reasons  why  the  Bible  is  ac- 
cepted as  the  word  of  God,  and  why  it  is  a  book  speak- 
ing with  authority,  may  be  requisite.  To  be  sure  the 
Bible  so  impresses  its  personality  on  us  and  the  convic- 
tions of  this  Christian  land  are  so  strong,  that  such  argu- 
ments are  often  needless.  It  is  not  wise  to  awaken  doubt 
by  argument  where  a  fact  is  already  believed  and  con- 
ceded. At  the  same  time  judicious  reasons  for  accepting 
the  Bible,  incidentally  introduced,  may  be  of  great 
service. 

Urge  Home  the  Truths  of  the  Bible.  These  out- 
works of  teaching  being  properly  met  and  passed,  then 
comes  the  steady  and  practical  work  of  the  teacher,  which 
is  to  urge  home  to  the  intellect  and  then  to  the  con- 
science the  great  vital  truths  of  the  Bible.  No  other  book 
in  the  world  so  skillfully  presents  these  truths  under  every 
conceivable  aspect. 

The  course  of  history  as  recorded  in  the  Bible  is  manifestly  de- 
signed to  minor  God's  ways  with  man  and  especially  God's  plan 
in  sending  Christ.  The  wide  bay  of  history  contracts  rapidly  as 
the  centuries  are  passed,  till  it  becomes  a  narrow  inlet  leading  up 
to  the  cross.  Then  the  stream  of  history  begins  again  and  widens 
out  more  and  more  till  boundaries  cease  and  vision  is  lost  in  the 
expanse  of  the  New  Jerusalem.  Biography  in  the  same  manner  is 
recorded  with  a  purpose.  With  photographic  accuracy  and  impar- 
tiality it  depicts  the  qualities  in  man,  the  evil  and  the  good,  and 
the  results  that  follow.  The  poetry  of  the  Bible,  no  less,  is  de- 
signed to  describe  the  heart  of  man  in  its  relations  to  God.  Job, 
the  Canticles,  Ecclesiastes,  the  Psalms, — each  in  its  own  way, — sets 
forth  the  heart  of  man  in  its  religious  aspects.  The  description  is 
not  always  given  for  our  approval,  but  it  is  always  a  correct  picture 
of  humanity  and  always  appeals  to  our  judgment  to  discern  the 
good  and  evil  in  it  and  to  draw  wise  lessons  from  it.  And  as  God's 
plan  unfolds  and  religion  is  more  clearly  taught  in  the  successive 


220      3IANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[PART  II.   §   I,  CH.  ii. 

revelations  of  the  Bible, — the  New  Testament  being  the  rich  result 
of  Old  Testament  beginnings, — it  comes  to  be  plainly  seen  that 
the  Bible  is  a  perfect  whole,  a  mine  of  golden  truth,  so  sifted 
through  with  the  ores  of  history,  biography,  poetry,  prophecy  and 
epistles,  that  every  man's  need  is  met,  every  man's  taste  consulted, 
and  that  every  man  need  not  fail  to  find  that  which  is  applicable  to 
his  own  life. 

Build  up  Character.  Looking  at  the  Bible  in  this 
way,  the  teacher  finds  it  easy  to  turn  its  study  to  practical 
uses.  The  Book  becomes,  under  his  wise  management,  a 
light  to  show  his  pupils  the  way  of  salvation  through 
Christ.  The  teacher  is  content  with  nothing  less  than 
endeavoring  to  build  up  character  in  Christ,  to  make 
those  in  his  charge  useful  in  Christ's  work.  Thus  the 
Sunday-school  becomes  an  influence  to  ennoble  the  indi- 
vidual and  to  purify  and  elevate  the  community. 

An  Educational  or  Evangelistic  Aim  ?  The  con- 
sideration just  mentioned  goes  far  to  determine  whether 
the  teacher's  aim, — and  for  that  matter,  the  aim  of  the 
whole  school, — shall  be  educational  or  evangelistic.  Both 
aims  should  ever  be  in  the  mind  of  superintendent  and 
teacher.  But  which  should  be  dominant?  That  de- 
pends on  the  character  of  the  school,  of  the  class,  of  the 
individual  pupil.  In  mission  schools,  composed  largely 
of  the  unconverted,  the  evangelistic  idea  must  be  prom- 
inent. In  church  schools  where  the  mission  element  is 
large,  the  paramount  aim  must  always  be  to  bring  all  the 
school  to  Christ.  In  such  schools  much  time  should  be 
taken  for  worship,  and  the  Christless  character  of  the  ma- 
jority present  cannot  fail  to  awaken  an  intense  desire  on 
the  part  of  superintendent  and  teachers  to  bend  every- 
thing to  their  conversion. 

But  after  all,  the  prominent  fundamental  idea  of  the  Sunday- 
school  is  didactic.     The  school  is  principally  designed  to  make 


THE   TEACHER'S  AUI.  221 

PART  II.  §  I,  CII.  ii.J 

clear,  and  to  thoroughly  establish,  the  views  of  God's  people.  It  is 
to  build  up  character  and  fit  for  usefulness.  It  is  to  take  the  chil- 
dren and  train  them  from  youth  to  adult  years  in  a  knowledge  of 
Christian  truth  and,  then,  having  begun  this  work,  to  continue  it  to 
old  age.  In  the  ordinary,  well-established  church  school,  beyond 
question,  the  educational  idea  should  be  predominant,  and  the 
studies  should  be  arranged,  and  the  school  carried  on  with  the 
didactic  results  constantly  in  view. 

In  all  cases  the  ultimate  aim  is  to  build  up  character, 
and  the  subsidiary  aim  is  merely  one  of  method.  What 
shall  be  done  to  build  up  character?  What  method  is 
most  needed  ?  A  company  of  wild,  untrained,  half-civi- 
lized street  gamins  need  first  of  all  to  be  imbued  with  a 
personal  sense  of  need,  as  a  perception  of  the  preciousness 
of  Christ  as  their  Saviour  and  Friend.  In  all  cases  where 
this  is  lacking,  it  must  be  secured.  In  other  words, 
evangelism  goes  before  education,  as  essential  to  it.  But 
the  foundation  thus  laid  in  religious  convictions,  the 
work  must  be  continued  by  religious  education.  Both 
are  essential  and  both  combine  in  the  development  of 
Christian  character. 


CHAPTER  III. 

THE    teacher's    RESPONSIBILITY. 

Two  Cautions.  In  the  raatter  of  responsibility,  the 
teacher  needs  t\vo  cautions, — first  to  appreciate  his  re- 
sponsibility and  then  not  to  make  too  much  of  it. 

I.  An  inadequate  idea  of  his  responsibility.  There 
is  danger  that  he  will  take  up  his  duty  v/ith  no  adequate 
idea  of  its  importance.  Nothing  is  grander  or  more  diffi- 
cult than  to  mould  an  immortal  soul  aright.  I'he  teacher 
is  given  charge  of  perhaps  a  dozen  immortal  souls  and  told 
to  train  them  into  the  likeness  of  Christ  and  into  fitness 
for  heaven.  It  is  a  task  of  supreme  importance  with 
which  no  achievement  in  scholarship  or  art  or  engineer- 
ing can  for  a  moment  compare.  To  lead  humanity  in  a 
warfare  with  its  sinful  self  and  with  a  persistent  adversary 
who  delights  to  break  man  down ;  to  become  a  great 
peacemaker,  reconciling  to  God  those  in  rebellion  against 
him ;  to  secure  for  others  a  Christlike  nobility  of  char- 
acter and  happiness  for  eternity  ; — this  is  a  marvellous  ac- 
complishment. For  this  a  divine  Providence  has  been 
working  through  all  the  ages  of  man  on  earth ;  for  this 
Christ  died.  The  teacher  in  the  Sunday-schcol  is  simply 
taking  up  Christ's  work  and  carrying  it  on.  This  thought 
ought  to  inspire  him  and  make  him  do  his  very  best.  The 
danger  is  that  he  will  be  careless,  and  will  take  up  the 
work  in  a  frivolous  and  half-hearted  way.  There  is  no 
more  serious  work  in  the  world  than  that  of  saving  souls. 
It  far  surpasses  in  importance  the  task  of  the  fireman  who 
risks  life  to  rescue  the  perishing  from  the  (lames. 
222 


THE   TEACHER'S  RESPONSIBILITY.  223 

PART  II.  §  I,  CH.  iii.] 

The  teacher  who  feels  his  responsibility  will  do  his  utmost  to 
become  fit  for  his  task.  He  will  scrupulously  maintain  a  suitable 
character  and  life.  He  will  seek  help  from  God.  He  will  not 
trifle  with  his  trust  but  will  strive  in  the  class  and  out  of  it  to  meet 
his  obligations  seriously  and  in  the  fear  of  God.  If  he  neglects  his 
trust,  it  means  as  much  as  if  he  had  had  charge  of  moving  trains  and 
caused  them  to  rush  into  deadly  collision.  It  means  more,  because 
the  consequences  of  his  neglect  reach  down  through  eternity. 

2.  An  overestimate  of  his  responsibility.  And  yet 
it  is  quite  possible  for  the  teacher  to  err  by  assuming  too 
much  responsibility.  Happily  there  are  limits  to  all 
human  responsibility.  We  are  only  indirectly  concerned 
with  results.  We  have  our  work  to  do,  the  seed  to  sow 
and  cultivate,  but  God  secures  the  results.  *'  Paul  may 
plant  and  Apollos  water,  but  God  giveth  the  increase."  If 
we  do  the  Lord's  work,  we  shall  certainly  have  his  help. 
If  we  do  his  work  faithfully,  we  are  the  instruments  in 
his  hands ;  he  takes  us  up,  uses  us  for  a  little ;  lays  us 
down  again,  and  the  work  goes  on.  Here  is  the  comfort 
of  Christian  service.  We  are  like  soldiers  in  the  army, 
each  doing  his  best,  but  in  nowise  responsible  for  victory 
or  defeat.  That  rests  on  the  master  mind  that  has 
directed  all  our  movements.  Our  responsibility,  then,  is 
simply  to  find  out  the  will  of  God  and  do  it  faithfully. 
Whether  the  results  are  large  or  small  is  for  God  to  de- 
termine. 


CHAPTER  IV. 

THE   teacher's    RELATION    TO    THE    SUNDAY-SCHOOL  AND 

THE    CHURCH. 

His  Duties  to  the  Superintendent.  The  Sunday- 
school  teacher  owes  certain  duties  to  the  superintendent. 
He  is  under  the  superintendent's  direction  and  for  the 
success  of  the  school  it  is  important  that  he  yield  cheerful 
compliance  to  the  superintendent's  wishes. 

It  is  possible  to  wreck  a  school  by  too  much  self-assertion  on  the 
part  of  a  teacher,  while  friction  and  consequent  loss  of  usefulness  is 
sure  to  follow  his  persistent  opposition  to  the  superintendent.  The 
teacher  cannot  from  his  point  of  view  §o  easily  see  the  needs  of  the 
whole  and  is  liable  to  be  biased  in  his  judgments.  He  may  safely 
conclude  that  the  superintendent,  planning  for  the  good  of  the 
whole,  has  reached  conclusions  that  he,  as  teacher  of  a  single  class, 
ought  to  accept.  Let  him  strive  to  live  at  peace  with  all  men,  but 
especially  with  his  superintendent. 

But  more  than  this,  he  earnestly  desires  to  be  loyal  to 
the  school  and  to  do  his  part  for  its  best  good.  He  will, 
then,  to  this  end  cooperate  with  the  superintendent. 
When  possible  he  will  always  be  in  his  place  in  the  Sun- 
day-school, or,  if  he  must  be  absent,  he  will  either  pro- 
vide a  substitute  or  notify  the  superintendent  beforehand 
that  he  must  be  away.  He  will  be  ready  also  to  do  his 
part  in  the  opening  and  closing  exercises  of  the  Sunday- 
school  and  on  special  occasions  connected  with  the  Sun- 
day-school. He  is  liable  at  any  time  to  be  called  on  to 
make  a  prayer  or  to  sum  up  the  lesson  or  to  give  some 
salient  tliought  drawn  from  the  lesson  or  to  drill  his  class 
224 


TEACHEIVS  RELATION  TO  SUNDAY  SCHOOL.     225 

PyMlT  II.  §   I,  CH.  iv.] 

for  some  public  exercise,  or  perhaps  even  to  make  an 
address  on  some  special  day.  He  may  shrink  from  all 
this,  but  he  is  bound  in  loyalty  to  the  school  and  his 
superintendent  to  do  what  he  can  and  to  make  some 
sacrifice  of  preference  in  the  matter  for  the  good  of  all. 

He  Should  let  Members  of  His  Class  go  out  as 
Teachers.  Perhaps  the  greatest  sacrifice  of  all  to  which 
he  can  be  called  is  to  give  up  the  choicest  members  of 
his  class  as  teachers.  In  every  class  of  older  pupils  are 
some  on  whom  the  teacher  leans  for  aid  in  his  work. 
They  always  have  their  lessons.  They  are  interested  and 
thoughtful.  They  pay  attention  in  the  class  and  stim- 
ulate it  by  their  intelligent  answers  and  pertinent  ques- 
tions. They  are  the  life  of  the  class  and  the  teacher  feels 
that  he  cannot  do  without  them.  Just  then,  the  superin- 
tendent comes  to  the  class  and  summons  these  choice 
helpers  to  leave  their  teacher  and  come  to  his  aid  as 
teachers  themselves.  They  have  been  trained  and  show 
special  aptitude  for  the  work,  and  there  are  classes 
greatly  needing  their  help.  The  wise  and  devoted 
teacher,  while  disliking  to  part  with  these  valued  pupils, 
will  yet  cheerfully  acquiesce  in  their  advancement.  He 
will  recognize  that  this  is  for  the  good  of  the  school,  that 
his  own  influence  is  widened  as  those  trained  by  him  go 
out  to  do  work  elsewhere,  that  his  pupils,  in  taking  up 
the  work  of  teaching,  are  themselves  entering  on  a  new 
course  of  training  especially  helpful,  and  that  it  is  a 
peculiar  compliment  to  him  that  those  in  his  class  are 
deemed  worthy  of  such  a  trust. 

His  Duty  to  the  Pastor.  The  Sunday-school 
teacher  has  a  duty  to  his  pastor.  The  pastor,  if  the  man 
he  should  be,  will  welcome  every  opportunity  for  re- 
ligious conversation  and  counsel  with  those  in  his  parish 
who  may  be  seeking  a  new  life   in   Christ  or  a  better 


226      MANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[part  II.  §  I,  CH.  iv. 

Christian  life.  He  will,  if  it  can  be  sustained,  regularly 
hold  a  meeting  for  religious  inquiry.  But  such  a  meet- 
ing is  ordinarily  of  little  avail  without  the  cooperation  of 
the  Sunday-school  teacher.  It  becomes,  however,  a 
grand  success,  a  fruitful  source  of  conversions  and  an 
influence  leading  to  constant  additions  to  the  church,  if 
the  Sunday-school  teachers  are  auxiliaries,  i.e.,  if  they, 
after  previous  efforts  to  awaken  an  interest  in  the  minds 
of  their  pupils,  bring  these  pupils  to  the  pastor  for 
counsel. 

Years  since  a  young  pastor  was  surrounded  by  just  such  a  body 
of  teacliers.  They  all  burned  with  a  desire  for  souls ;  they  all 
attended  a  teachers'  meeting  where  tliey  prayed  for  their  pupils 
and  counselled  together  how  to  reach  them ;  they  cordially  joined 
hands  with  their  pastor  in  his  desire  to  sustain  an  inquiry  meeting. 
Not  a  communion  passed  in  which  some  of  their  pupils  did  not 
join  the  church  on  confession  of  their  faith.  When  there  is 
co5peration  like  this  between  superintendent,  teacher  and  pastor, 
all  wox'king  together  to  one  end,  the  results  are  surprising.  The 
teacher  can  do  much  to  make  the  pastor  a  power  in  the  school. 
If  he  invite  the  pastor  occasionally  to  meet  his  class,  it  will  do  good 
both  to  the  class  and  to  the  pastor  himself.  He  may  also,  if  he 
wull,  by  wise  words  greatly  strengthen  the  respect  of  the  class  for 
the  pastor's  teaching  and  position. 

His  Duties  to  the  Church.  Once  more,  the 
teacher  owes  important  duties  to  the  church.  He  should 
encourage  his  class  to  attend  the  church  services  reg- 
ularly. There  has  been  a  great  falling  off  in  church 
attendance  among  the  young.  The  teacher  can  do  much 
to  remedy  this  evil.  He  should  encourage  those  in  his 
class  to  attend  church  and  to  listen  to  the  sermon.  He 
may  well  ask  his  class  to  repeat  the  text  of  the  morning 
sermon  and  perhaps  to  give  some  of  its  most  important 
thoughts.     It  has  sometimes  been  found  helpful  for  the 


TEA  CHEWS  EEL  A  TION  TO  SUNDA  Y  SCHOOL.     2211 

PART  II.  §   I,  ClI.  iv.] 

teacher  to  furnish  each  pupil  with  a  httle  book  in  wliich 
the  text  of  the  morning  sermon  is  to  be  recorded.  The 
young  people  should  also  be  urged  to  connect  themselves 
with  the  young  peoples'  society  and  to  take  part  in 
various  forms  of  church  work.  In  due  time,  as  the  pupil 
gives  evidence  of  piety,  he  should  be  encouraged  by  the 
teacher  to  come  into  the  church.  In  short,  in  every 
relation  to  the  church,  the  Sunday-school  teacher  should 
recognize  the  church  as  paramount  and  the  Sunday- 
school  as  a  department  of  its  work  designed  to  fit  those 
connected  with  it  for  connection  with  the  church  itself 
and  for  the  largest  influence  in  it. 


Section  2.     The   Teacher  that  is  Wanted. 
CHAPTER  I. 

WHO    IS    SUFFICIENT    FOR   THESE    THINGS? 

Shrinking  from  the  Task.  After  considering  the 
nature  of  the  teacher's  responsibiHties  we  inevitably  ask 
*'Who  is  sufficient  for  these  things?"  Surely  no  one 
of  himself.  The  wonder  is  that  God  uses  man  at  all  in 
building  up  his  kingdom  in  the  world,  that  Christ  should 
have  gone  from  earth  and  left  his  work  to  be  carried  on  by 
his  disciples.  We  are  all  *' earthen  vessels"  at  the  best, 
and  none  of  us  fit,  in  the  highest  sense,  for  the  trusts 
committed  to  us.  But  Christ  left  his  work  to  his  dis- 
ciples as  much  for  their  good,  as  for  the  good  of  others, 
and  he  is  willing  to  bless  their  efforts  and  give  them  suc- 
cess. In  Sunday-school  work  no  one  need  expect  to  be 
fitted  at  all  points.  The  simple  fact  is  that  teachers  must 
be  had  and  such  as  can  be  had  must  be  utilized.  The 
most  imperfect  material  is  better  than  nothing  and  may 
be  wonderfully  useful  if  used  of  God.  The  dullest  tool 
in  the  hand  of  a  master  can  work  wonders.  We  often 
draw  back  from  service  and  declare  ourselves  unfit,  and 
such  shrinking  is  only  the  natural  feeling  of  those  who 
necessarily  know  their  own  weaknesses  better  than  others 
can. 

God  will  Help.     Such  a  shrinking  shows  a  lack  of 
faith.     If  God   calls   us  to  the  service,  he  will  give  us 
ability  to  do  it. 
228 


WHO  IS  SUFFICIENT  FOR  THESE  THINGS?     229 

PART  II.  §  2,  CH.  i.] 

Others  Better  Judges  of  Our  Fitness.  In  ex- 
cusing ourselves  from  a  teacher's  obligation  we  are  quite 
as  likely  to  be  influenced  by  selfish  considerations  as  by 
a  feeling  of  unworthiness,  or,  while  we  rate  our  imper- 
fections rightly,  we  may  not  give  ourselves  due  credit  for 
what  we  can  do.  Ordinarily  others  are  better  judges 
than  we  as  to  whether  we  should  take  up  a  duty.  A 
pastor  who  is  constantly  studying  his  people  to  know  how 
to  reach  them  and  help  them,  and  a  superintendent  who 
knows  the  material  that  is  available,  as  a  rule,  are  far 
better  able  to  judge  as  to  our  fitness  to  teach.  Indeed, 
where  the  people  of  God  unite  to  call  a  man  or  woman 
to  Christian  service,  it  may  reasonably  be  concluded  that 
this  is  the  voice  of  the  Holy  Spirit.  "  Yes,  I  will  do  it," 
said  a  Christian  man,  when  asked  to  take  up  some  form 
of  church  work,  "  I  decided  long  ago  never  to  say  no  to 
such  a  request,  if  I  could  see  any  way  to  do  it." 

Fitness  by  Experience.  It  is  certain  that  if  fitness 
is  lacking,  it  may  be  to  some  extent  developed  by  experi- 
ence. Ability  is  in  no  other  way  so  rapidly  developed. 
In  fact,  certain  phases  of  fitness  can  only  be  secured  by 
experience.  It  follows,  then,  that  to  have  any  fit  we 
must  take  those  partially  unfit  and  give  them  experience. 
We  need  experience  in  our  teachers  when  we  can  get  it, 
but  this  is  often  impossible  and  it  would  be  unreasonable 
to  require  it. 

Should  the  Teacher  be  Young  or  Old?  That 
which  has  just  been  said  in  part  answers  the  question 
*'  Should  the  teacher  be  young  or  old?  "  It  is  desirable 
to  have  both  classes.  We  need  experienced  teachers, 
/.  <?., — those  whose  years  have  carried  them  on  through 
the  practical  work  of  the  school,  and  we  need  others  to 
commence  the  work  in  training  and  gain  larger  fitness  by 
added  experience,  /.  e.,  the  young  who  are  just  begin- 


230      3IANUAL  OF  SUNDAY-SCHOOL  MF/mODS. 

[PART  II.   §  2,  CH.  i. 

ning  Christian  service.  But  this  is  by  no  means  all  that 
should  be  said.  The  mature  and  the  youthful  should 
work  together  as  teachers  in  the  Sunday-school.  Both 
need  the  blessed  opportunity  of  usefulness,  and  ordinarily 
Sunday-schools  may  be  so  built  up  as  to  require  the  aid 
of  all  willing  workers,  both  old  and  young.  Both  need 
the  contact  and  influence  of  the  other  in  Christian  work. 
The  youthful  need  the  mature  to  gain  a  wider  outlook 
and  deeper  comprehension  of  spiritual  truth  and  to  meet 
the  responsibilities  of  the  hour  with  seriousness.  On  the 
other  hand,  the  mature  need  the  young  to  avoid  ruts  in 
thought  and  method  and  to  gain  the  fervor,  enthusiasm 
and  hope  of  those  not  yet  discouraged  by  disappoint- 
ments. The  school  needs  both.  We  want  in  it  the  joy- 
ousness,  elasticity  and  energy  of  youth.  We  want  in  it 
also  the  calmness,  wisdom  and  firmness  of  age. 

Must  the  Teacher  be  a  Christian  ?  It  is  asked, 
Shall  we  insist  that  the  teacher  be  a  Christian  ?  Yes,  in- 
variably, when  it  is  possible  to  secure  a  Christian  for  the 
service.  To  this  rule  there  should  be  no  exception  where 
a  Christian  teacher  can  be  had.  Accept  those  who  are 
not  Christians  as  teachers  if  there  is  no  one  else,  but  urge 
upon  them  the  absolute  necessity  of  becoming  Christians 
themselves  in  order  to  lead  others  to  Christ.  Sometimes 
they  become  Christians  under  the  pressure  of  their  new 
responsibility.  We  may  well  be  thankful  for  this,  but  we 
have  no  right  to  put  them  in  charge  of  a  class  for  the  sake 
of  bringing  them  to  Christ.  Our  Lord's  language  is  ap- 
plicable here.  "If  the  blind  lead  the  blind,  shall  they 
not  both  fall  into  the  ditch  ?  "  A  parent  would  be  abun- 
dantly justified  in  any  school  where  Christians  are  avail- 
able for  teachers,  in  taking  his  child  out  of  school  if  put 
in  charge  of  a  teacher  who  was  not  a  Christian.  The 
great  duty  of  the  teacher  is  to  lead  his  pupil  nearer  to 


WHO  IS  SUFFICIENT  FOR  THESE  THINGS?     231 

PART  II,  §  2,  CH.  i.] 

Christ  and  this  he  cannot  do  unless  he  has  learned  the 
way  himself. 

Qualities  of  Fitness.  In  seeking  fitness  in  the 
teacher  we  want  fitness  in  character,  in  education,  in 
teaching  quality,  in  devotion  to  the  work.  The  teacher 
must  be  worthy  in  heart  and  life,  must  be  adequately  in- 
structed in  regard  to  the  truth  he  teaches,  must  have 
some  gift  for  imparting  knowledge  and  must  have  a  love 
for  the  work. 


CHAPTER  II. 

THE   teacher's    CHARACTER. 

Character  Essential.  The  first  quality  requisite  in 
a  good  Sunday-school  teacher  is  character.  This  is  in- 
dispensable. Without  it  every  other  qualification  is 
valueless.  With  character  strongly  developed,  the 
teacher  may  lack  many  another  valuable  quality  and  yet 
be  successful.  A  person  who  is  frivolous,  or  selfish,  or 
worldly,  or  weak,  lacks  elements  of  character  that  are 
essential.  The  teacher's  largest  influence  is  through  ex- 
ample. It  is  the  personal  element  that  wins.  Here  is 
the  peculiar  force  of  Christianity.  This  is  the  one  reli- 
gion of  the  world  which  rests  on  a  personality  and  in 
which  this  personality,  unique  and  unspeakably  charming, 
** altogether  lovely"  as  inspiration  puts  it,  influences 
men  even  more  than  the  perfect  teaching  which  he  puts 
forth. 

So,  in  the  Sunday-school,  it  is  the  Christlike  teacher 
who  influences  others,  the  teacher  of  irreproachable  life, 
of  earnest  purpose,  of  tender  heart.  As  another  has  said, 
"If  we  would  win  others  to  Christ,  we  must  first  win 
them  to  ourselves."  As  teachers  we  must  gain  their 
confidence,  awaken  their  admiration  and  secure  their 
love.  A  teacher  must  be  a  leader.  He  must  have  those 
qualities  of  character  that  command  respect.  He  must 
have  will  power,  understand  himself  and  his  subject,  pos- 
sess deep  convictions  and  be  able  to  impress  them  on 
others.  A  weak  man,  a  man  of  variable  purpose,  a  man 
of  doubt  and  hesitancy,  is  unfit  to  be  a  Sunday-school 
232 


THE   TEACHER'S  CHARACTER.  233 

PART  II.   §  2,  CII.  ii.J 

teacher.  On  the  other  hand,  it  is  easy  to  be  offensively 
dogmatic  and  conceitedly  positive.  The  teacher  should 
be  without  pride,  unselfish,  lovable,  sympathetic.  He 
must  enter  into  the  needs  of  his  pupils,  understand  their 
peculiarities  and  difficulties,  be  patient  with  dullness  or 
prejudice  or  weakness,  and  win,  not  by  browbeating,  but 
by  a  sweet  persuasiveness.  Above  all  should  the  teacher 
be  one  of  marked  spirituality,  evidently  living  near  to 
Christ,  guided  by  the  Spirit  and,  while  in  the  world,  not 
of  it.  The  young  people  in  our  Sunday-schools  are  ex- 
ceedingly quick  to  detect  insincerity.  A  cold,  perfunc- 
tory performance  of  the  teacher's  tasks,  or  any  incon- 
sistency of  life,  or  any  indifference  to  the  deep  religious 
lessons  of  the  Scripture  he  teaches,  is  at  once  noticed 
and  it  becomes  an  insuperable  bar  to  influence  with  the 
class.  The  teacher  needs,  above  all  things  else,  to  walk 
with  God  in  the  class  and  out.  He  must  put  on  the 
breastplate  of  righteousness.  In  this  shining  armor  he 
quenches  the  fiery  darts  of  criticism,  he  blunts  at  once  all 
distrust,  he  stands  forth  unharmed  and  respected. 

Questions  for  Self-examination,  An  English  writer 
suggests  certain  questions  for  every  teacher  at  times  to  ask 
himself.  Undoubtedly  such  questions  will  aid  the  teacher 
in  gaining  the  character  which  is  essential  to  his  largest 
usefulness.  If  he  will  in  privacy  put  certain  searching 
questions  to  himself,  answer  them  frankly,  think  over 
how  he  may  be  able  to  answer  them  more  satisfactorily 
in  the  future,  and  seek  God's  help  in  prayer,  he  may  be 
sure  the  exercise  will  be  helpful  to  him. 

The  following  questions  are  based  on  those  suggested  by  the 
English  wiiter : 

1.  Am  I  living  near  to  Christ? 

2.  Is  my  controlling  object  in  teaching  to  bring  my  pupils  to 
Christ  or  to  bring  them  nearer  Christ,  if  already  his  ? 


234      MANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[part  II.  §  2,  CH.  ii. 

3.  Am  I  living  a  pure  and  correct  life  and  acting  according  to 
the  dictates  of  my  conscience  ? 

4.  How    can    my  methods  of  teaching  be  improved  ?     Is  my 
teaching  simple,  earnest,  loving,  plain  and  practical  ? 

5.  Do  I  properly  prepare  my  lessons? 

6.  Am  I  punctual  and  regular  in  my  attendance  at  school  ? 

7.  Do  I  do  all  that  I  ought  for  my  pupils  out  of  school  ? 

8.  Do  I  love  my  pupils  as  I  ought  and  do  I  show  that  love  so 
that  they  love  me  ? 

9.  Do  I  realize  my  responsibilities  in  Sunday-school  vi'-ork  ? 
10.     Do  I  faithfully  seek  divine  help  and  not  rely  unduly  on 

myself? 


CHAPTER  III. 

THE   teacher's   ABILITY   TO   TEACH. 

What  to  Teach  and  How  to  Teach.  When  we 
speak  of  ability  to  teach  we  have  two  very  different  things 
in  mind, — education,  or  the  possession  of  requisite  knowl- 
edge, and  the  gift  of  imparting  this  knowledge  to  others. 
These  two  qualifications  are  coordinate  and  of  nearly 
equal  importance.  One  must  know  what  to  teach  and 
how  to  teach  in  order  to  be  a  teacher. 

How  Far  is  Education  Necessary  for  the  teacher  in 
the  Sunday-school  ? 

1.  This  depends  on  the  character  of  the  class.  The 
need  of  education  depends  to  some  extent  on  the  condi- 
tion of  the  people  for  whom  the  teacher  works.  If  the 
class  is  made  up  of  highly  educated  people  it  were  folly 
to  put  them  in  charge  of  one  who  is  not  fully  their  equal 
in  scholarship.  However,  the  education  needed  by  the 
Sunday-school  teacher  is  not  so  much  that  of  the  schools 
as  it  is  that  of  spiritual  insight.  It  is  well,  of  course, 
that  the  teacher  speak  good  grammar,  and  have  a  store  of 
general  information  from  which  to  draw  illustrations  and 
arguments.  At  the  same  time  some  whose  English  has 
occasionally  slipped,  and  who  have  no  acquaintance  with 
college  training  have  been  remarkably  successful  as  evan- 
gelists, as  teachers  in  the  Sunday-school,  and  in  other 
forms  of  effort  to  reach  the  world  with  the  gospel.  One 
reason  for  this  is  that  education  comes  in  different  ways. 

2.  Good  common  sefise  is  wanted.  The  education 
obtained  by  books  and  by  schools  is  not  the  only  educa- 

235 


236      3IANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[PART  II.   §  2,  CH.  iii. 

tion  by  any  means,  nor  the  most  important.  The  educa- 
tion that  comes  by  experience,  by  contact  with  men,  by 
personal  effort,  is  of  far  greater  importance.  The  former 
is  helpful  but  the  latter  is  indispensable.  A  mind,  keen, 
quick  and  logical,  having  clear  intellectual  perceptions, 
able  to  meet  objections  and  to  bring  forward  apt  illustra- 
tions, is  a  great  help  in  teaching  in  Sunday-school,  and 
such  a  mind,  while  aided  by  the  education  of  the  schools, 
is  not  dependent  on  it,  but  often  comes  to  a  rich  develop- 
ment without  it. 

3.  Knowledge  of  the  Bible.  After  all,  the  knowledge 
essential  to  success  in  the  Sunday-school  is  knowledge  of 
the  Bible.  The  Sunday-school  teacher  must  be  full  of 
his  theme.  The  better  he  knows  his  Bible,  the  better  he 
can  teach.  He  is  well  equipped  for  his  work  if  he  is 
familiar  with  his  Bible  from  cover  to  cover,  has  a  clear 
insight  into  its  meaning,  has  its  truths  well  in  hand  for 
use,  can  quote  from  memory  its  more  important  passages, 
and  can  prove  his  positions  by  prompt  reference  to  its 
teachings.  He  may  be  like  the  poor  woman  of  whom 
the  poet  Cowper  wrote, 

"  She  knows,  and  knows  no  more,  her  Bible  true, 
A  truth  the  brilliant  sceptic  never  knew," 

but  even  so,  he  is  equipped  with  the  sword  of  the  Spirit 
and  may  be  invincible  in  consequence.  A  well-fitting 
armor  of  general  education  may  be  exceedingly  desirable, 
but  helmet  and  breast-plate  and  shield,  without  a  sword, 
would  be  of  little  use,  while  the  sword  itself  may  be  so 
skillfully  handled  as  to  be  all  these  and  at  the  same  time 
a  weapon  of  attack. 

4.  Aid  of  the  Holy  Spirit.  An  intimate  and  effective 
knowledge  of  the  Bible  comes  only  through  the  Holy 
Spirit.     We  have  the  promise  that  the  Spirit  shall  guide 


777^  TEACHER'S  ABILITY  TO    TEACH.  237 

PART  II.   §  2,  CH.  iii.] 

US  into  all  truth.  There  is  a  cold,  intellectual  knowledge 
of  the  Bible  which  is  without  power.  It  is  unaccompanied 
by  heat.  It  is  without  personal  experience.  It  is  like 
grain  in  the  storehouse,  good  to  have,  but  accomplishing 
nothing  so  long  as  it  lies  there.  But  the  knowledge  of 
the  truths  of  the  Bible  when  it  enters  the  heart  and  life 
through  the  influence  of  the  Spirit  is  like  food  eaten  and 
digested  that  has  passed  into  the  blood  and  given  new 
vigor  to  him  who  has  received  it.  A  rich  personal  knowl- 
edge of  divine  truth  gives  one  power  in  the  Sunday-school 
class  as  does  nothing  else. 

The  Teacher  Should  Also  be  ''Apt  to  Teach." 
He  should  have  the  gift  of  imparting  his  knowledge. 
Happy  is  the  teacher  that  has  the  mysterious  power  of 
awakening  interest,  of  stimulating  thought,  of  arousing 
enthusiasm.  Some  can  make  the  truth  glow  so  brightly 
that  all  in  the  class  can  see  it  and  understand  it.  They 
can  so  impress  the  truth  on  the  conscience  and  the  emo- 
tions that  it  leads  to  immediate  action.  Such  teachers 
are  always  successful.  They  may  have  a  comparatively 
small  stock  of  general  information  to  draw  from,  but  what 
they  do  know  they  can  bring  to  others.  They  hold  their 
classes  where  others  fail.  They  win  souls,  where  others 
see  no  results.  It  is  not  easy  to  define  the  gift  of  teach- 
ing. It  is,  to  a  large  degree,  innate  and  personal.  It  is  a 
quality  belonging  especially  to  character.  It  involves,  of 
course,  a  certain  knowledge  of  human  nature,  and,  still 
more,  a  deep  personal  conviction  of  the  truth  and  value 
of  what  is  taught.  It  is  accompanied  by  clearness  of 
thought,  intense  love  of  souls,  an  enthusiasm  for  the 
gospel  message,  and  skill  in  delineating  it.  But  while  this 
gift  is  largely  innate,  it  is  undoubtedly  developed  by  the 
emotions  of  a  Christian  life  and  by  practical  efforts  to 
leach  those  in  the  class  and  do  them  good.    Besides  this, 


238      MANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[part  II.  §  2,  CH.  iii. 
a  perception  of  the  importance  of  such  an  aptitude  will 
lead  one  to  make  efforts  to  develop  it,  and  such  efforts 
are  seldom  in  vain.  A  determined  attempt  to  acquire 
ability  in  teaching,  a  wise  study  of  methods  and,  above 
all,  practice  in  teaching,  with  the  lessons  which  come 
from  experience,  will  often  develop  abilities  that  before 
were  lacking. 


CHAPTER  IV. 

THE   teacher's    HABITS. 

Importance  of  the  Teacher's  Habits.  Very  much 
of  the  teacher's  success  depends  upon  his  habits.  These 
may  destroy  all  the  excellence  of  the  work  in  the  class. 
The  two  must  be  the  complement  of  each  other,  and 
illustrate  and  explain  each  other.  It  is  useless  to  teach 
certain  things  in  the  class,  if  the  daily  hfe  fails  to  corre- 
spond with  the  teaching.  A  life  inconsistent  with  one's 
teaching  is  a  proof  of  insincerity.  The  Sunday-school 
teacher  is  nothing  if  he  is  not  a  teacher  of  correct  living. 
He  has  to  do  with  a  book  of  practical,  everyday  duties, 
a  book  that  traces  the  pathway  through  life.  It  is  a 
moral  Baedeker,  indicating  just  how  to  get  the  most  out 
of  life's  journey,  how  to  reach  our  proper  destination  and 
how  to  do  it  all  with  the  least  friction  and  discomfort. 
The  teacher  expounds  this  guide-book  of  life,  and  shows 
its  application  at  the  place  and  time  you  are  in.  But  if, 
after  laying  down  in  the  class  the  principles  of  right-living, 
the  teacher  goes  out  and  does  things  contrary  to  his  teach- 
ing, the  conclusion  is  irresistible  that  he  is  an  unsafe  guide. 
A  Sunday-school  class  pledges  the  teacher  to  an  earnest, 
consistent,  spiritually-minded  life.  It  demands  of  him 
that  he  be  upright  in  business,  even-tempered  in  the 
family,  careful  in  his  pleasures,  correct  in  Sabbath  ob- 
servance, pure  in  speech.  The  teacher  should  be  digni- 
fied, right-minded,  unselfish,  zealous,  genial,  unworldly, 
devout. 

Teaching  Tested  in  the  Teacher.     The  common 

239 


240      3IANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[PART  II.   §  2,  CH.  iv. 

test  of  Christianity  is  the  Christian.  Here  is  a  religion ; 
how  does  it  work  in  practice  ?  Here  is  Christianity,  an 
abstract  system  ;  yes,  but  let  us.  see  a  Christian,  the  con- 
crete result  of  the  application  of  Christianity  to  the  indi- 
vidual. We  do  not  say  that  this  test  is  in  all  respects 
reasonable.  It  is  not ;  and  yet  it  is  the  simplest  and  most 
natural  test  we  have,  and  one  constantly  made.  Undoubt- 
edly, the  great  reason  why  Christianity  has  not  already 
conquered  the  world  for  Christ  is  to  be  found  in  the  un- 
satisfactory lives  of  Christians.  Undoubtedly,  this  is  the 
test  that  young  people  are  continually  making  as  to  what 
is  taught  them .  in  the  Sunday-school  class.  Does  the 
teacher  live  what  he  teaches?  If  not, — the  class  will 
reason, — either  he  is  insincere  or  else  the  gospel  has  failed 
to  do  for  him  what  he  says  it  will,  and  hence  he  is  mis- 
taken. No  class  of  people  are  so  quick  to  see  inconsis- 
tencies or  to  detect  insincerity  as  the  young.  If  their 
Sunday-school  teacher  is  a  trickster  in  business,  or  disre- 
gards the  Sabbath,  or  is  loose  of  speech,  or  fond  of  dis- 
reputable amusements,  or  of  indecent  life,  his  influence  is 
gone ;  he  had  better  not  attempt  the  sacred  task  of  guiding 
the  morals  of  others.  But  if  he  is  honestly  trying  to  live 
a  right  life,  and  is  not  consciously  and  determinedly  living 
in  some  known  sin,  let  him  undertake  the  task,  even 
though  he  is  sometimes  overtaken  in  a  fault.  God  will 
not  judge  him  ;  nor  will  man  even,  if  it  is  seen  that  he  is 
faithfully  struggling  with  his  inborn  propensity  to  sin  and 
is  striving  to  square  his  conduct  by  his  convictions. 


Section  3.     The  Teacher  Making  Ready. 
CHAPTER  I. 

THE   TEACHER   TRAINING    FOR    SERVICE. 

At  the  risk  of  repetition  it  is  desirable  to  call  attention 
at  this  point  to  the  duties  incumbent  on  the  teacher  who 
would  become  better  fitted  for  his  work.  If  he  realizes 
the  importance  of  the  responsibilities  to  which  he  is  called, 
and  he  can  do  many  things  to  train  himself  for  his  task. 

He  Must  Know  His  Bible.  This  is  to  be  his  one 
text-book.  He  is  going  to  war  with  the  sword  of  the 
Spirit  in  his  hand  and  he  needs  to  know  how  to  use  it. 
The  sword  skillfully  handled  is  a  weapon  both  of  defence 
and  of  offence,  but  in  the  hands  of  one  ignorant  of  its 
use,  it  is  of  slight  service.  The  Bible  in  the  teacher's 
hand  must  be  understood.  It  should  be  thoroughly  read 
till  the  teacher  knows  what  is  in  it.  He  need  not  expect, 
nor  is  it  necessary,  that  he  should  have  a  microscopic, 
exegetical  knowledge  of  it..  This  comes  only  by  a  course 
of  study  in  technical  schools,  or  at  least  by  years  of  con- 
stant reading  and  study,  such  as  Mr.  Moody  has  given 
the  book.  But  the  teacher  may  reasonably  hope  to  get 
a  good  synthetic  knowledge  of  the  Bible,  /.  ^.,  a  compre- 
hensive idea  of  the  plan  of  each  book  in  the  Bible,  and 
of  the  relation  of  the  several  books  to  one  another.  A 
course  of  reading  such  as  is  outlined  in  a  previous  chap- 
ter, faithfully  followed  at  leisure  moments  for  a  year  or 
two,  will  open   to  him  a  new  world  of  meaning  in  the 

211 


242      MANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[PART  II,   §  3,  CH.  i. 

Bible,  and  give  him  a  clear  and  systematic  idea  of  divine 
truth. 

It  is  every  way  desirable  that  one  intending  to  be  a 
teacher  take  up  also  a  systematic  study  of  the  Bible  under 
suitable  instructors.  But  it  should  not  be  forgotten  that 
the  main  source  of  knowledge  about  the  Bible  is  the  Bible 
itself.  Nothing  is  more  helpful  than  to  read  the  Bible 
frequently,  thoughtfully,  consecutively  and  prayerfully. 
''The  entrance  of  thy  word  giveth  light,"  and  to  read, 
to  comment,  to  memorize  and  to  study  the  Word  itself,  is 
sure  to  give  one  knowledge  of  it. 

He  Must  Know  How  to  Teach.  To  know  how  to 
teach  is  an  art  which  is  not  to  be  confounded  with  the 
gift  of  public  speech.  It  is  an  art  which  by  no  means 
every  eloquent  speaker  has  learned.  These  suggestions 
may  be  made  in  regard  to  the  art. 

1 .  Study  the  art  of  teaching.  He  who  would  know 
how  to  teach  would  do  well  to  enter  a  normal  class.  In 
such  a  class  the  art  of  pedagogy  is  taught  and  many  help- 
ful things  are  said  to  guide  the  teacher.  The -Sunday- 
school  institute  is  another  modern  device  to  help  the 
teacher.  There  are  also  books  to  be  read  on  this 
subject.  By  all  means  inform  yourself  in  every  way  as  to 
what  others  say  and  think  on  this  subject. 

2.  Study  human  nature.  Much  can  be  done  here 
outside  of  books.  The  wise  teacher  must  know  human 
nature  and  see  how  the  pupil  stands  related  to  truth. 
There  are  certain  conditions  in  every  child-mind  which 
must  be  understood  if  one  would  be  successful  as  a 
teacher. 

3.  Cultivate  a  love  for  souls.  No  work  is  success- 
fully done  which  is  not  done  from  a  love  of  it.  A 
mere  perfunctory  performance  of  duty  is  very  likely  to  be 
unsuccessful.     In  order  to  gain  a  hold  on  others  and 


THE  TEACHER   TRAINING  FOR  SERVICE.      213 

PART  II.   §  3,  CH,  i.] 

adapt  yourself  to  them,  you  need  to  love  them.  Love  is 
sure  to  cause  you  unconsciously  to  say  and  do  just  the 
right  things  to  make  the  deepest  impression. 

4.  Watch  others  teaching.  The  would-be  teacher 
must  see  how  others  teach.  It  is  customary  for  teachers 
in  our  day  schools  and  for  kindergartners  in  training  to  go 
from  school  to  school,  and  watch  others  at  their  work. 
They  learn  rapidly  by  this  process.  The  same  method 
should  be  followed  in  regard  to  Sunday-school  work. 
The  incipient  teacher  should  visit  different  classes  and, 
while  joining  in  the  lesson,  notice  carefully  the  methods 
followed. 

5.  Practice  teaching  and  study  results.  After  all, 
there  is  no  other  way  to  learn  how  to  teach  like  teaching. 
He  who  intends  to  be  a  teacher  must  try  his  hand  and 
judge  as  to  results.  He  must  watch  to  see  where  he  has 
succeeded  and  where  he  has  failed,  and  modify  his  meth- 
ods accordingly.  Experience  gives  the  best  training  in 
the  art  of  pedagogy.     Teach  and  thus  learn  how  to  teach. 

He  Must  Know  How  to  Bring  Souls  to  Christ. 
Even  when  the  teacher  has  come  so  far  as  to  have  gained 
familiarity  with  the  Bible  and  skill  in  imparting  knowl- 
edge, he  yet  only  stands  at  the  threshold.  The  great  aim 
of  teaching  in  the  Sunday-school  is  to  bring  the  soul  to 
Christ,  or  yet  nearer  to  Christ ;  it  is  to  be  skilled  as  was 
Daniel  ''  in  the  dissolving  of  doubts,"  and  in  building  up 
a  practical  religious  life  in  the  pupil.  To  do  this  is  an 
art  by  itself;  an  art,  indeed,  in  which  every  Christian, 
charged  as  he  is  with  the  great  commission,  should  learn, 
but  an  art  which  is  indispensable  not  only  to  the  minister 
and  the  worker  in  the  inquiry  room,  but  to  the  Sunday- 
school  teacher.  Excellent  little  manuals  have  of  late 
years  appeared  on  this  subject  and  these  the  faithful 
teacher   will  be  sure  to  read.     He  will  study  for  himself 


244      MANUAL  OF  SUNDAY-SCHOOL  3IETII0DS. 

[PART  II.   §  3,  CH.  i. 

the  methods  of  bringing  souls  to  Christ,  the  difficuhies  en- 
countered by  the  inquirer,  the  way  to  meet  these  difficul- 
ties and  overcome  them,  the  texts  of  Scripture  specially 
helpful,  the  motives  most  influential.  He  will  familiarize 
himself  with  those  verses  of  Scripture  which  meet  and 
answer  questions  that  arise  as  one  struggles  toward  the 
light,  and  such  brief  Scriptures  he  will  thus  be  able  to 
quote  in  any  emergency. 

The  Teacher  Must  Cultivate  a  Spiritual  Life. 
One  thing  more  and  the  greatest.  No  teacher  can  hope 
to  have  all  the  qualifications  desirable  for  his  great  work. 
He  may  see  himself  lamentably  deficient  in  knowledge  of 
the  Bible,  may  have  no  acquaintance  with  the  art  of  teach- 
ing, and  may  act  on  mere  intuition  in  his  efforts  to  win 
others  to  a  better  life,  and  yet  succeed  wonderfully 
through  the  power  of  a  holy  life.  There  is  a  spiritual  fit- 
ness which  dominates  all  other  qualities,  and  often  almost 
alone  gives  success.  No  one,  however  ignorant,  need 
despair  of  securing  this.  The  teacher  should  earnestly 
cultivate  the  spiritual  life.  He  needs  the  power  from  on 
high  which  gave  success  to  the  early  church,  that  which 
comes  when  the  Holy  Spirit  enters  us  and  fills  us.  This 
wonderful  gift  is  to  be  obtained  by  prayer,  and  this  is  the 
greatest  need  of  the  teacher.  He  must  pray  for  spiritual 
power,  and  for  the  aid  of  the  Spirit  to  lead  him  into  all 
truth.  He  should  pray  before  he  sits  down  to  the  study 
of  his  Bible,  and  he  should  pray  before  he  enters  his  class. 


CHAPTER  II. 

THE  TEACHER  PREPARING  THE  LESSON. 

Books  That  Are  Needed.  Not  every  teacher  can 
secure  all  the  aids  to  the  preparation  of  the  lesson  that  are 
desirable.  At  the  same  time  almost  any  one  may  make  a 
good  beginning  in  securing  a  reference  Bible,  with  suit- 
able teachers'  helps  at  the  end.  To  this  may  be  added, 
from  time  to  time,  other  books  as  the  way  opens, — a  copy 
of  the  revised  translation  of  the  Bible,  a  Bible  text-book 
or  a  concordance.  To  the  teacher's  library  should  be 
added  a  Bible  dictionary,  and,  if  possible,  as  the  study  of 
the  Bible  passes  from  book  to  book,  a  few  of  the  choicest 
volumes  of  commentaries.  There  are  now  published 
some  very  superior  compends  of  notes  on  the  international 
lessons,  while  many  weekly  and  monthly  publications 
are  exceedingly  helpful  in  the  same  direction.  In  pre- 
paring a  lesson,  it  is  well,  first  of  all,  to  get  together  such 
material  as  one  has  that  may  throw  light  on  the  passage  to 
be  studied. 

The  Aid  of  the  Holy  Spirit  should  at  the  very  be- 
ginning be  sought  in  prayer.  The  promise  of  our  Sav- 
iour that  the  Spirit  should  guide  his  followers  into  all 
truth  is  as  true  to-day  as  of  old.  Unquestionably  there 
is  a  spiritual  insight  that  comes  by  direct  divine  help,  and 
he  who  wishes  to  understand  the  Bible  is  wise  if  he  asks 
for  such  help. 

Read  Over  the  Passage  and  Its  Context  Again 
AND  Again.  This  is  the  next  step.  The  passage  must 
first  be  grasped  as  a  whole.     It  is  not  enough  to  step  to  one 

245 


246      3IANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[PART  II.   §  3,  CH.  ii. 

verse  and  from  that  to  the  next,  and  from  that  to  the 
third,  as  one  crosses  a  stream  on  stepping-stones.  We 
need,  rather,  to  take  in  the  whole  as  a  unit.  The  synthet- 
ical method  of  studying  the  Bible  is  as  important  as  the 
analytical.  We  should  pass  to  the  particular,  after  some 
knowledge  of  the  general.  The  teacher  needs  first  to  get 
hold  of  the  central  thought  of  the  lesson.  He  must  be 
sure  of  the  topic.  That  is  not  always  the  subject  stated 
in  the  quarterly  or  the  lesson  help,  and  the  chances  are  no 
commentary  will  give  it.  The  thoughtful  student,  how- 
ever, can  find  it  out. 

Analyze  the  Passage.  The  central  thought  made 
certain,  the  next  step  is  to  discover  the  logical  steps  in 
developing  the  thought  as  they  come  up  in  the  mind  of 
the  inspired  writer.  These  divisions,  too,  are  made 
plain  by  close  study.  These  divisions  grasped,  the  stu- 
dent now  has  the  thought  of  the  passage  standing  before 
him  like  a  tree  with  trunk  and  branches. 

Utilize  the  Passage  for  the  Particular  Needs  of 
the  Class.  This  is  the  next  step.  If  the  teacher  has 
gone  thus  far,  he  has  the  passage  well  in  hand,  he  has 
divined  its  great  object  and  the  commanding  truths  that 
cluster  about  that  object.  But  this  branching  tree  of 
truth  has  fruits  which  are  life-giving.  He  is  a  teacher 
and  under  obligation  to  feed  his  pupils  with  the  truth 
they  need  for  life  and  refreshment.  With  the  thought  of 
the  class  in  mind  he  is  to  test  these  fruits  and  select  for 
particular  enforcement  those  which  he  knows  his  class 
particularly  needs.  It  is  far  better  to  select  a  few  pre- 
cious truths  such  as  are  fitted  to  the  class  and  with  wise 
illustration  urge  these  home. 

Last  of  all  Resort  to  Lesson  Helps.  After  all 
thus  far  mentioned  is  done  by  personal  and  unaided  effort 
as  far  as  possible,  it  is  time  to  resort  to  lesson  helps.     Let 


THE  TEACHER   PREPARING   THE  LESSON.      247 
PART  II.  §  3,  cii.  ii.J 

the  independent  work  come  first  to  develop  originality 
and  power  and  then  supplement  by  reading  the  conclusions 
of  others.  Often  a  valuable  truth  is  thus  secured  which 
otherwise  would  be  overlooked  and  frequently  a  choice 
fact  or  illustration  is  given  which  can  be  had  by  no  [)er- 
sonal  process  of  reasoning.  At  this  juncture  a  teachers' 
meeting  is  a  great  help. 


CHAPTER  III. 

THE    USE    OF    LESSON    HELPS. 

Much  has  been  said  of  late  against  the  certain  uses  of 
lesson  helps  in  preparing  the  lesson. 

The  Misuse  of  Lesson  Helps.  It  is  no  doubt  possi- 
ble and  not  uncommon  to  misuse  lesson  helps  and  con- 
sequently to  receive  injury  from  them.  What  is  such 
misuse  ? 

1.  Using  them  for  reference  in  the  class.  More  than 
one  teacher  carries  his  commentary  or  newspaper  notes 
into  the  class  with  him,  to  look  up  the  points  as  he  goes 
along.  This  is  a  most  unfortunate  practice.  It  hinders 
the  proper  work  of  the  class,  which  is  to  do  active  and  in- 
dependent thinking.  It  delays  movement  in  the  class 
and  gives  an  unfavorable  impression  in  regard  to  the  abil- 
ity and  studiousness  of  the  teacher.  The  teacher  should 
so  study  his  lesson  before  he  comes  into  the  class  that  he 
will  have  no  occasion  to  study  it  after  he  gets  there. 
Lesson  quarterlies  are  well  enough  in  the  class  as  a  guide 
for  questions,  but  should  not  be  used  there  to  supply  in- 
formation. 

2.  Using  lesson  helps  in  place  of  independent  thought 
is  a  misuse. 

A  theological  student  in  a  certain  seminary  once  said,  "  I  have 
Gome  here  to  accept  whatever  theology  is  taught.  I  am  like  an 
empty  basket  to  be  filled  with  potatoes.  Now  let  the  professors 
shovel  them  in."  This  is  too  often  the  idea  of  study  and  it  is  fatal 
to  success.  One  may  use  lesson  helps  after  this  fashion  and  accept 
their  statements  on  all  points  without  question.  But  this  destroys 
personality  in  the  teacher,  takes  away  enthusiasm  and  makes  the 
teaching  mere  machine  work. 

248 


THE    USE  OF  LESSON  HELPS.  249 

PART  II.  §  3,  CM.  iii.] 

3.  [Jsi?ig  lesson  helps  in  place  of  adapted  teaching  vs^ 
a  misuse.  I'he  notes  the  teaclier  studies  were  written  for 
general  use  and  not  with  his  individual  class  in  view.  It 
will  not  do  to  pour  out  the  material  of  the  book  the 
teacher  studies  upon  his  class  and  leave  the  matter  there. 
He  is  to  adapt  the  material  to  the  needs  of  his  class  and 
meet  their  individual  peculiarities  by  giving  ''to  each  his 
portion  of  meat  in  due  season." 

4.  Lesson  helps  must  not  be  used  in  place  of  the 
Bible.  Nothing  can  take  the  place  of  the  Bible.  The 
best  of  lesson  helps  is  simply  a  man's  idea  as  to  the  mean- 
ing of  Scripture.  He  may  be  a  very  scholarly  man,  but 
he  is  not  infallible.  The  Bible  is  so  written  that  it  illus- 
trates itself.  The  first  thing,  and  most  important  thing, 
is  to  learn  all  that  is  possible  from  the  Bible  itself.  The 
New  Testament  illuminates  the  Old  and  the  Old  makes 
plain  the  New.  Let  the  Gospels  explain  the  Epistles 
and  the  Epistles  the  Gospels.  The  lesson  helps  can- 
not possibly  supersede  the  Bible,  while  at  the  same  time 
one  should  be  glad  to  have  all  possible  aid  from  any 
source.  The  best  preaching  lights  up  Scripture  with 
Scripture  and  the  best  Sunday-school  teaching  is  bound 
to  do  the  same. 

Lesson  Helps  of  Great  Value.  But  while  all  is 
said  that  can  be  so  justly  said  against  a  misuse  of  lesson 
helps,  it  still  remains  that  they  are  a  valuable  aid  which 
every  careful  teacher  will  be  glad  to  use.  There  never 
before  was  an  age  when  so  many  lesson  helps  were  at  the 
service  of  the  Bible  student  as  to-day,  and  no  one  who 
wishes  to  keep  abreast  of  the  times  will  think  of  discard- 
ing them.  As  well  might  he  refuse  to  travel  by  railroad 
because  he  wishes  to  be  independent  and  walk. 

I.  Lessoti  helps  stimulate  the  mind  to  activity.  They 
open  out  new  avenues  of  thought.     One  man  looks  at  a 


250      MANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[TART  II.  §  3,  CH.  iii. 

truth  from  one  point  of  view,  another  approaches  it  from 
quite  a  different  direction.  They  may  be  equally  learned, 
and  yet  each  see  truths  the  other  did  not.  They  can 
each  contribute  largely  to  the  other's  store  of  knowledge. 
A  well  prepared  lesson  help  is  of  great  advantage  in  ex- 
citing and  directing  thought.  Sometimes  it  is  more  help- 
ful if  one  cannot  fully  agree  with  it.  It  arouses  his  indi- 
viduality, puts  him  in  an  argumentative  mood,  sets  him 
on  an  independent  search  for  the  truth,  and  so  makes  him  a 
stronger  man  and  the  master  of  what  he  proposes  to  teach. 
2.  Less 071  helps  gather  up  the  results  of  scholarship 
and  put  them  at  the  disposal  of  the  reader.  A  lesson 
help  is  simply  a  teacher  teaching  those  who  read  what  he 
has  written,  and  teaching  by  conveying  his  ideas  through 
the  printed  page  rather  than  by  the  voice.  If  it  be  wrong 
to  get  instructions  from  the  scholar  who  writes  a  book, 
then  it  is  wrong  for  the  pupils  of  a  class  to  gather  around  a 
teacher  and  receive  his  instructions.  Surely  no  argument 
is  needed  here.  We  do  not  reject  the  results  of  rich  scholar- 
ship in  the  sciences.  We  accept  eagerly  the  testimony 
of  the  geologist,  the  astronomer,  the  electrician.  We 
should  be  foolish  to  reject  it.  Standing  on  the  knowledge 
they  give  us,  we  have  attained  a  height  that  Hugh  Miller, 
Newton  and  Faraday  could  not  reach.  In  the  same  way 
the  study  of  the  Bible  has  been  wonderfully  enriched  by 
scholarship.  Some  have  searched  into  ancient  manu- 
scripts, some  have  studied  the  peculiarities  of  the  original 
tongues,  some  have  delved  into  the  earth  for  buried  me- 
mentoes of  the  past,  some  have  deciphered  from  monu- 
ments the  contemporary  history  of  those  early  days.  All 
this  and  much  more,  is  beyond  the  original  investigation 
of  the  ordinary  student.  We  must  be  content  to  receive 
this  knowledge  as  we  do  much  more  in  other  depart- 
ments,— at  second-hand.     It  is  no  discredit  and  no  in- 


THE    USE   OP  LESSON  HELPS.  251 

PART  II.  §  3,  CH.  iii.] 

jury  that  we  do  it.  We  should  be  foolish  indeed,  to  re- 
ject such  sources  of  knowledge,  because  we  desired  to 
make  the  investigations  ourselves.  It  might  be  well,  if 
we  had  sufficient  time  and  ability,  but  we  have  neither, 
and  all  knowledge  must  necessarily  consist  in  part  of  an 
inheritance  which  the  wise  man  puts  on  interest  as  soon 
as  he  enters  into  possession. 

We  may  then  use  the  abundant  lesson  helps  that  are 
offered  to  us  in  these  modern  days.  We  should  use 
them,  however,  rather  as  an  Alpine  staff  to  aid  us  where 
the  way  is  steep,  than  as  crutches  on  which  at  our  best 
we  can  only  limp  and  without  which  we  cannot  walk  at 
all. 


Section  4.     In  Regard  to  Teaching. 
CHAPTER  I. 

SUCCESS    IN    TEACHING.' 

Evidences  of  Success.  Every  earnest  and  thought- 
ful teacher  is  anxious  to  know  whether  his  work  is  a  suc- 
cess. Every  superintendent  on  whom  rests  the  responsi- 
bihty  of  securing  suitable  teachers  to  do  the  work  needed 
is  equally  anxious  for  the  same  knowledge.  How  may  it 
be  known  that  a  teacher  is  doing  good  and  successful 
work? 

1.  A  good  attendance  on  the  part  of  the  class  is  pre- 
sumptive evidence  in  this  direction.  It  shows  at  least 
that  there  is  some  influence  to  attract  and  hold  the 
pupils.  It  may  reasonably  be  concluded  that  the  teacher 
is  securing  the  interest  and  esteem  of  his  class. 

2.  Good  order  is  another  indication.  When  a  class 
is  restless  and  inattentive,  given  to  whispering  and  play- 
ing, it  is  an  evidence  that  the  teacher  has  so  far  failed  to 
gain  control  and  to  bring  them  to  their  proper  work.  Of 
course,  the  test  is  not  a  sure  one.  The  teacher  may  only 
recently  have  taken  the  class  ;  or  it  may  be  composed  of 
peculiarly  disorderly  boys.  But  disorder  in  a  class  al- 
ways suggests  some  fault  in  the  teacher  and  proof  is 
needed  that  the  fault  is  not  his. 

3.  Interest  in  the  lesson  is  an  important  evidence. ' 
Where  this  is  discovered  it  is  certain  that  the  teacher  has 
some  gift  in  teaching.     A  Sunday-school  class  does  not 

252 


SUCCESS  IN  TEACHING.  253 

PART  II.  §  4,  CII.  i.] 

take  up  the  lesson  and  carry  it  on  successfully  unless 
it  has  good  leadership.  When  pupils  are  seen  circling 
round  their  teacher  with  ears  and  eyes  intent,  it  is  evi- 
dent that  he  has  learned  at  least  a  part  of  the  art  of 
teaching. 

4.  A /I  affection  for  the  teacher  is  an  evidence  of  good 
work.  No  teacher  can  succeed  who  does  not  inspire  love 
in  his  pupils.  He  must  love  them  to  do  them  good, 
and,  if  he  loves  them,  they  will  ordinarily  love  him.  A 
teacher  who  has  the  love  of  his  pupils  has  carried  the 
outposts  and  is  well  on  the  way  toward  capturing  the 
citadel  of  their  will. 

5 .  A  full  and  clear  knoivledge  of  what  is  taught  on 
the  part  of  the  class  proves  that  the  teacher  is  doing  good 
work.  Such  knowledge  will  be  shown  in  answer  to  ques- 
tions and  especially  at  public  reviews.  Ordinarily  the 
attainments  of  a  class  are  known  only  by  the  teacher 
himself,  but  sometimes  there  are  opportunities  for  a  class 
to  display  its  attainments  in  knowledge.  The  class  that 
does  this  gives  a  testimonial  to  its  teacher. 

6.  Development  of  character  in  the  class  is  after  all 
the  great  evidence  of  success.  All  that  has  been  men- 
tioned before  is  simply  preparatory  to  this.  The  ques- 
tion is  what  does  the  teacher  do  in  building  up  a  thought- 
ful Christian  character  in  his  pupils  ?  This  is  shown  in 
many  ways  ; — by  the  development  of  thoughtfulness,  or- 
derliness and  manliness  (or  womanliness)  in  the  class ; 
by  the  number  of  conversions  ;  by  the  number  that  pub- 
licly confess  Christ ;  by  the  number  that  begin  to  do 
Cliristian  work ;  by  the  self-denial,  and  by  the  earnest 
Christian  purpose  displayed.  A  Sunday-school  class  is 
a  manufactory.  Crude  human  nature  is  thrown  into  the 
hopper ;  it  comes  out  a  highly  finished  product  in  the 
shape  of  consecrated  Christian  character. 


254      3IANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[PART  II.  §  4,  CH.  i. 

On  what  does  Success  Depend  in  the  Teacher? 

1 .  ///  />ar^  on  familiarity  with  the  lesson.  The  teacher 
is  to  press  home  the  word  of  God  upon  the  convictions 
and  consciences  of  those  in  his  class.  He  must,  then,  first 
of  all,  know  what  the  message  is  which  he  has  to  teach. 

2.  Still  more,  on  a  prof  onnd  conviction  of  the  impor- 
tance of  his  message.  If  he  teaches  in  a  perfunctory  and 
indifferent  way,  he  might  as  well  not  teach  at  all.  He 
needs  to  reverence  the  Word  and  to  believe  its  message  a 
matter  of  life  and  death.  He  needs  to  meet  his  class  as 
one  who  holds  in  his  hand  a  pardon  and  who  offers  in- 
conceivable blessings. 

3.  On  a  love  for  the  pupil.  Nothing  breaks  down  all 
barriers  like  this.  Let  the  teacher  have  a  real  and  in- 
tense desire  for  the  best  good  of  those  in  his  class  and  he 
will  find  some  way  of  reaching  them. 

4.  On  a  knoiuled^^e  of  the  pupiV s  peculiarities  and 
needs  and  on.  adaptation  to  them.  It  is  fatal  to  the  best 
education  to  treat  all  pupils  alike  and  to  subject  them  to 
the  same  urgency,  the  same  aid,  the  same  restraints. 
The  successful  teacher  will  be  quick  to  see  the  differences 
among  his  pupils,  and  will  treat  each  according  to  his 
personal  needs.  One  he  will  seek  to  rouse  from  leth- 
argy, another  he  will  seek  to  bring  to  a  decision,  in  an- 
other he  will  stir  a  sluggish  conscience,  in  another  he 
will  instruct  a  morbid  conscience.  It  is  a  great  and  rare 
gift  to  know  human  nature  so  well  that  the  needs  of  each 
pupil  are  quickly  seen  and  met. 

5.  Ability  to  convey  knowledge  is  essential  in  the 
teacher.  It  is  not  easy  to  tell  in  what  this  ability  consists, 
but  it  is  easy  to  tell  if  a  teacher  has  it  and  exercises  it. 
It  depends  in  part  no  doubt  on  clearness  of  thought  in 
the  mind  of  the  teacher  and  quite  as  much  on  enthusiasm 
in  conveying  this  thought  to  others. 


SUCCESS  IN  TEACHING.  255 

PART  II.  §  4,  CII.  i.J 

6.  Loyalty  to  Christ  is  at  the  foundation  of  success- 
ful Sunday-scliool  work.  If  the  teacher  is  devoted  to 
Christ  he  will  have  enthusiasm.  If  he  loves  Christ,  he 
will  love  his  fellow-men.  If  he  admires  Christ,  he  will 
adopt  his  methods.  If  he  obeys  Christ,  he  will  be  ready 
to  do  his  utmost  to  carry  the  gospel  message  to  others  so 
that  they  will  accept  it. 

On  what  does  Success  Depend  in  the  Pupil?  The 
pupil  is  responsible  as  well  as  the  teacher  for  the  success- 
ful conveyance  of  the  gospel  message.  What  are  the  re- 
sponsibilities of  the  pupil  ? 

1.  Confidence  in  the  teacher  is  necessary.  The  pupil 
should  inform  himself  if  the  teacher  is  worthy  of  confi- 
dence and,  having  ascertained  that,  should  place  him- 
self in  an  attitude  of  glad  receptivity.  Nothing  is  more 
destructive  to  a  teacher's  usefulness  than  a  spirit  of  criti- 
cism in  the  class. 

2.  Study  of  the  lesson.  It  is  treating  a  teacher  most 
unfairly  to  go  into  the  class  without  a  glance  at  the  lesson 
previously.  A  pupil  who  enters  the  class  without  pre- 
vious study  of  the  lesson  is  also  as  unjust  to  himself  as  to 
the  teacher. 

3.  Appropriation  of  truth.  The  teacher  is  sowing 
the  seed  and  the  pupils  are  the  soil.  It  is  for  them  to 
say  whether  the  seed  shall  fall  on  the  beaten  pathways  of 
daily  habit  or  on  ledges  of  rock  thinly  strewn  with  the 
earth  of  temporary  impulse,  or  on  the  thorn-choked  soil 
of  worldliness,  or  on  the  good  ground  of  earnest  pur- 
pose, where  it  shall  bear  abundant  fruit.  It  is  not  fair  to 
condemn  a  teacher  because  his  pupils  willfully  refuse  to 
receive  the  truth  aright,  and  to  let  it  take  root  in  their 
hearts,  develop  in  shapely  character  and  bear  rich  fruits 
in  self-denying  service. 


CHAPTER  11. 

METHODS   OF   TEACHING. 

What  to  Aim  For.  The  method  of  teaching  will  be 
determined  by  the  aim.  The  aim  of  the  Sunday-school 
teacher  differs  but  little  in  its  outlines  from  the  aim  of  the 
teacher  in  our  secular  schools.  The  main  difference  is  in 
the  final  result.  Both  secular  and  religious  teaching  seek  a 
practical  result,  but  while  the  secular  teacher  aims  to  fit 
the  pupil  for  success  in  worldly  matters,  the  Sunday- 
school  teacher  has  in  mind  the  relations  of  his  pupil  to 
the  spiritual  life.  It  will  be  helpful  to  trace  the  steps 
over  which  the  pupil  must  pass  to  reach  his  practical 
duties.  In  all  cases  they  are  the  same  up  to  a  certain 
point. 

I.  Attention.  Nothing  can  be  done  in  instructing 
others  till  their  attention  is  gained.  Consequently  this  is 
the  first  thing  to  be  aimed  at  by  the  teacher.  The  in- 
terest of  the  pupils  must  be  awakened,  their  minds  fixed 
on  the  subject  to  be  presented  and  their  thought  held 
there  through  the  lesson.  Attention  is  to  the  untrained 
mind  the  most  difficult  of  all  mental  processes  and  yet 
the  most  essential  to  success  in  study. 

A  story  is  told  of  a  famous  inventor  that,  taking  the  cars  from 
New  York  to  Chicago,  he  fell  into  a  brown  study  just  after  leaving 
the  former  city  and  was  not  roused  from  it  till  the  train  rolled  into 
the  Chicago  station.  He  had  become  absorbed  in  some  intricate 
problem  and  was  unconscious  of  his  need  of  sleep  or  food.  Simi- 
lar stories  are  told  of  Socrates,  Sir  Isaac  Newton  and  other  great 
thinkers.  It  is  certain  that  scholarship  was  never  possible  where 
the  art  of  attention  was  not  learned. 

256 


METHODS   OF   TEACHING.  257 

PART  II.  §  4,  CH.  ii.] 

2.  Understanding.  Having  become  skillful  in  secur- 
ing attention,  the  next  thing  the  teacher  must  aim  for  is 
to  make  the  lesson  plain.  It  is  of  paramount  importance 
that  the  gospel  message  be  not  obscured  in  the  transmis- 
sion. The  teacher  stands  like  one  in  a  signal  corps  to 
read  the  orders  that  come  flashing  by  heliograph  from  a 
distant  hilltop.  A  mistake  in  delivering  such  a  message 
may  result  in  the  loss  of  an  army.  The  teacher  is  work- 
ing for  eternity  and  to  save  life.  He  must  make  sure 
that  he  puts  the  duties  taught  in  the  lesson  so  clearly  and 
sharply  that  no  one  can  mistake  them.  The  way  of  sal- 
vation must  be  so  distinct  that  the  wayfaring  man,  though 
a  fool,  need  not  err  therein.  The  teacher  must  aim,  then, 
by  every  de\'ice  to  make  his  pupils  understand  the  truth. 

3.  Remembering.  The  next  step  in  the  mental  process 
is  for  the  pupil  to  hold  what  he  has  learned  and  to  join  to  it 
the  new  truths  which  he  is  continually  learning.  Memory 
is  the  mental  process  which  links  these  truths  together. 
Memory  stores  up  the  truths  as  fast  as  learned  and  keeps 
them  in  stock,  so  to  speak,  ready  to  be  drawn  upon  a  mo- 
ment's notice.  Unless  memory  is  trained  so  that  the 
mind  holds  the  lessons  gained  in  the  past,  one  makes  no 
advance  in  scholarship.  He  is  like  one  struggling  to  lift 
himself  out  of  a  stredm,  where  the  bank  breaks  off  and  falls 
into  the  water  whenever  he  lays  hold  of  it.  The  teacher 
must  continually  have  this  in  mind,  and  by  reviews  and 
repetitions  force  the  truths  he  teaches  into  the  thought 
until  the  memory  can  hold  them  fast. 

4.  Reasoning.  The  three  processes  just  referred  to 
relate  to  the  perceptive  or  accumulative  faculty  of  the 
mind.  But  the  intellect  has  more  to  do  than  this.  It  is 
to  take  the  facts  acquired  by  study  and  digest  them.  It 
is  not  sufficient  to  fill  the  mind  with  knowledge.  Educa- 
tion is  something  more, — it  is  the  result  of  a  mental  proc- 


258      MANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[PART  II.  §  4,  CII.  iu 

ess  which  takes  one's  stock  of  knowledge  and  works  it 
over  into  useful  material.  This  process  we  call  reason- 
ing. The  mind  must  ruminate  on  the  facts  brought  to  it 
by  the  perceptive  faculty  and  evolve  the  principles  of  life. 
The  Sunday-school  teacher  is  not  half  meeting  his  obli- 
gation who  simply  pours  facts  into  the  minds  of  his  pupils. 
He  must  incite  his  puj^ils  to  think  for  themselves  and 
from  the  great  facts  of  the  Bible  narrative  to  work  out  the 
practical  duties  of  life. 

5.  Appreciation.  Next  in  the  order  of  thought, 
though  probably  earlier  in  the  order  of  appearance,  comes 
the  awakening  of  a  feeling  in  regard  to  the  truth  learned. 
All  the  processes  hitherto  described  are  of  the  intellect 
purely.  The  process  we  call  ^'  appreciation  "  is  an  exer- 
cise of  the  emotions.  It  is  impossible  to  learn  great  truths 
and  to  see  their  bearing  on  human  life  without  a  feeling 
being  awakened  in  regard  to  them.  In  the  case  of  evil 
deeds  a  feeling  of  aversion  develops.  In  the  case  of  the 
blessed  truths  of  the  Bible  a  feeling  of  appreciation,  of 
glad  and  loving  welcome,  is  natural.  Such  a  feeling  is 
of  unspeakable  importance.  It  is  the  link  between  the 
intellect  and  the  will.  The  intellectual  processes  stir  the 
emotions,  and  these  in  turn  lead  the  will  to  decision  and 
action.  The  Sunday-school  teacher,  then,  aiming  at 
final  practical  results  in  the  life  of  his  pupil,  at  this  point, 
will  strive  to  arouse  in  the  pupil  a  sense  of  the  beauty  and 
value  of  divine  truth.  The  pupil  who  has  been  brought 
through  the  processes  which  precede  has  now  come  to  the 
point  where  what  he  has  learned  should  touch  his  heart, 
stir  his  feelings,  rouse  his  enthusiasm  and  develop  his 
love.  The  Sunday-school  teacher  must  seek  to  kindle  the 
flame  and  on  no  account,  by  cold,  perfunctory  methods 
of  teaching  let  the  glowing  facts  of  the  gospel  narrative 
be  received  as  if  they  were  the  theorems  of  Euclid. 


MErnODS   OF  TEACHING,  259 

PART  II.  §  4,  CH.  ii.] 

6.  Application.  One  other  step,  and  that  the  most 
important,  remains.  The  will  is  now  to  act.  The  intel- 
lect has  delivered  its  message,  the  feelings  have  sounded 
their  bugle  call  of  duty,  and  now  the  will,  if  properly 
trained,  takes  up  the  task  enjoined  and  performs  it.  Here 
it  is  that  the  truths  taught  by  the  Sunday-school  teacher 
make  a  far  grander  demand  on  the  student  than  the  truths 
of  the  secular  lesson. 

What  are  the  demands  of  Greek  and  Latin,  of  mathematics, 
chemistry,  astronomy  and  physics,  or  even  of  political  economy, 
history  and  philosophy,  compared  with  the  demands  of  religion  ? 
The  truth  of  the  Bible  is  a  living  seed  designed  to  take  root  in 
men's  hearts,  spring  up  and  bear  fruit.  It  invariably  is  intended 
to  make  us  be  something  or  do  something.  The  inevitable  out- 
come of  faithful  Sunday-school  teaching  is  to  stir  the  will  to  action. 

How  Can  All  This  be  Secured  ? 

1.  Object  teaching  is  exceedingly  helpful  in  certain 
lines.  It  will  secure  attention.  It  often  makes  a  subject 
clear,  since  it  appeals  to  certain  avenues  of  knowledge, 
like  the  sense  of  sight,  not  otherwise  reached.  It  also 
greatly  aids  the  memory. 

2.  Illustration  is  often  of  great  value  in  promoting  the 
processes  sought  in  faithful  teaching.  It  secures  much 
the  same  results  as  do  skillful  object  lessons, — it  holds  the 
attention,  gives  new  light  on  the  subject  in  hand, 
strengthens  the  memory.  It  enlivens  teaching  which 
otherwise  would  be  too  abstract,  and  causes  cold  and  un- 
inipassioned  truth  to  glow  with  emotion.  At  the  same 
time,  as  all  rhetoricians  tell  us,  illustration  must  be  used 
with  care.  It  may  become  the  chief  object  of  thought, 
drawing  one's  attention  from  the  subject  in  hand,  or  it 
may  be  so  handled  as  to  confuse  and  mislead  the  pupil. 
There  is  abundant  evidence  that  the  young  often  entirely 


260      MANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[part  II.  §  4,  CH.  ii. 

misapprehend  the  meaning  of  metaphors.  By  them  meta- 
phors are  frequently  understood  Hterally  and  thus  serve  to 
obscure  the  sense.  Illustrations  are  helpful  in  securing 
attention  but  must  be  simple  to  be  understood. 

3.  Questioning  is  an  important  method  of  securing 
attention  and  of  developing  reasoning.  So  important  is 
it  that  it  will  be  discussed  in  a  separate  chapter. 

4.  Reverence  for  the  Bible  is  exceedingly  helpful  in 
securing  many  of  the  aims  already  considered.  The 
pupil  recognizing  the  Bible  as  the  Voice  of  God,  speak- 
ing with  a  divine  authority,  is  sure  to  feel  an  interest  in 
its  truth,  and  develop  an  appreciation  and  make  a  prac- 
tical application  of  it  that  would  be  almost  impossible 
otherwise.  Such  a  divine  origin  and  authority  in  the 
Bible  is  to  be  assumed  at  the  outset  and  to  be  impressed 
in  every  possible  way. 

5.  Clearness  of  statement  is  to  be  cultivated  by  the 
teacher.  He  can  gain  much  in  this  direction  by  study 
and  he  needs  to  train  himself  so  as  to  tell  the  story  of  the 
cross  with  plainness.  How  many  teachers  can  explain 
the  way  of  salvation  so  distinctly  and  unmistakably  that 
no  one  after  hearing  the  statement  can  fail  to  know  just 
what  to  do  to  be  saved  ? 

6.  Personal  character  in  the  teacher  is  an  admirable 
agency  to  hold  and  impress  the  pupil.  Character  is  in- 
dicated on  the  countenance  and  in  the  manner  of  the 
teacher.  It  never  fails  to  make  itself  felt  on  the  pupil. 
The  pupil  feels  a  certain  awe,  presently  passing  on  into 
admiration  and  then  love,  for  a  teacher  who  is  marked 
by  grace  and  nobility  of  character.  Confidence  is  the 
necessary  result,  and  confidence  leads  to  appreciation  and 
then  to  a  practical  acceptance  of  the  truth. 

7.  Feeling  in  the  teacher  kindles  feeling  in  the  pupil. 
If  the  teacher  would  rouse  the  emotions  of  his  class,  his 


3IEriI0DS  OF  TEACHING.  261 

PART  II.   §  4,  CH.  ii.] 

own  must  be  aroused  first.  If  he  be  cold,  calm,  indif- 
ferent, he  need  not  wonder  if  his  class  is  careless  and 
even  hostile  to  the  truth.  The  teacher  desires  to  see  in 
his  class  interest  in  the  truth,  indignation  at  wrongdoing, 
sympathy  with  the  suffering,  admiration  for  good  deeds, 
love  for  the  noble  and  the  good.  All  this  will  come  in 
time  if  it  is  felt  by  the  teacher,  for  the  fire  in  his  own 
heart  will  kindle  a  fire  in  others. 

8.  Familiarity  with  the  subject  taught  is  an  essential 
on  the  part  of  the  teacher.  One  who  is  full  of  his  theme 
is  under  pressure,  and  speaks  and  teaches  with  a  force 
not  otherwise  obtainable.  He  comes  before  his  class  not 
with  a  scant  measure  of  truth  which  he  doles  out  care- 
fully and  uncertainly,  but  wath  an  overflow  of  soul  which 
cannot  fail  to  awaken  enthusiasm.  He  has  more  to  say 
than  he  can  possibly  express.  He  burns  to  say  what  is 
to  his  mind  fraught  with  momentous  issues.  In  conse- 
quence of  this  fullness  and  fervor,  this  manifest  repres- 
sion, he  strikes  a  chord  of  sympathy  in  his  class,  he  keys 
them  up  to  a  new  tension,  he  gains  their  confidence,  he 
leads  them  to  action.  An  unconscious  process  of  selec- 
tion is  going  on  in  his  mind  as  he  speaks,  and  he  serves 
out  to  his  class,  in  whom  there  is,  with  equal  uncon- 
sciousness, an  eagerness  to  receive  his  message,  those 
truths  most  needed  for  the  moment  and  best  adapted  to 
help. 

9.  Cultivate  simplicity  of  method.  The  teacher  need 
not  strive  after  new  and  striking  methods  of  teaching. 
His  highest  aim  should  be  to  be  simple  and  natural. 
''P^ollow  nature,"  said  Plato,  *'and  the  education  you 
give  will  succeed."  The  same  idea  was  emphasized  by 
Rousseau  in  Emile  when  he  said  *  *  Let  nature  have  her 
way. ' ' 


CHAPTER  III. 

THE    ART    OF    QUESTIONING. 

Teaching  and  Preaching.  There  are  two  methods 
of  carrying  the  truth  orally  to  others  : — one  is  by  public 
address,  the  other  is  by  question  and  answer.  The  Lord 
Jesus  made  a  distinction  between  these  two  methods  when 
he  commanded  his  disciples  to  preach  and  to  teach.  The 
ordinary  public  service  of  worship  conveys  the  truth  by 
preaching,  the  Sunday-school  conveys  it  by  teaching.  In 
the  former  an  oratorical  method  prevails,  in  the  latter  an 
interlocutory  method. 

Teaching  has  been  defined  by  Professor  Hart  as  "  causing  an- 
other to  know,"  while  the  Standard  Dictionary  says  it  means  "  to 
impart  knowledge  by  means  of  lessons."  The  ordinary  use  of  the 
word  undoubtedly  conveys  an  idea  of  the  method  by  which  knowl- 
edge is  imparted.  While  it  may  be  imparted  partly  by  public  ad- 
dress, this  is  not  regarded  as  the  best  method  and  is  certainly  not 
the  common  method.  Our  schools,  and,  to  a  considerable  extent, 
our  colleges,  are  conducted  on  the  interlocutory  method.  There 
is  something  about  questioning  which  develops  the  ideas  and  fixes 
knowledge  as  can  no  form  of  lecturing.  If  the  theory  of  educa- 
tion based  on  its  etymology  is  correct,  viz,  that  education  is  e-duc- 
ing  or  drawing  out  from  the  brain  of  the  student  the  truths  he 
ought  to  know,  then  education  must  be  secured  largely  by  a  proc- 
ess of  questioning.  Certainly  this  has  come  to  be  ahnost  entirely 
the  method  of  our  Sunday-schools. 

Advantages  of  Question  and  Answer.  The  ad- 
vantages of  this  method  of  teaching  are  manifold. 

I.     //  may  be  made  a  test  of  knowledge  both  in  the 
262 


THE  ART  OF  QUESTIONING.  263 

PART  II.  §  4,  Cli.  iii.] 

questioner  and  the  questioned.  It  shows  where  the  lack 
is.  One  cannot  teach  who  cannot  question  inteUigently ; 
— consequently,  when  one  begins  to  question,  he  sees  at 
once  what  he  lacks.  It  is  equally  true  that  one  who 
listens  to  the  questions  and  answers  them,  is  sure  to  indi- 
cate what  his  needs  are  and  where  he  should  be  instructed 
further.  Hence  as  J.  G.  Fitch  says  on  ''The  Art  of 
Questioning,"  one  use  the  teacher  must  make  of  ques- 
tions is  ''experimental,"  /.  e.,  by  means  of  questions  the 
teacher  is  to  find  out  where  the  pupil  stands  and  what  he 
needs  to  learn.  It  sometimes  seems  as  if  the  public  school- 
teacher made  this  the  only  basis  of  questioning,  in  other 
words  that  the  public  school-teacher  sometimes  questions 
simply  to  see  how  he  shall  mark  the  pupil.  But  the  true 
teacher  will  seek  such  knowledge  in  order  to  be  able  to 
supplement  what  has  been  learned  by  what  yet  needs  to 
be  learned. 

2.  Questioning  aiuakes  interest  and  secures  attention. 
It  demands  some  kind  of  a  reply.  Not  to  reply  is  dis- 
courteous and  to  reply  irrelevantly  shows  inattention. 
When  questions  are  wisely  put,  the  class  is  aroused  and 
listens  intently.  These  questions  are  put  to  some  one  in 
the  class  and  some  one  must  make  answer.  They  are  in 
the  nature  of  a  puzzle  and  so  awaken  interest.  They  also 
arouse  a  certain  spirit  of  emulation  in  the  class.  Who 
can  answer?  Often  each  one  in  the  class  is  eager  to 
show  that  he  can. 

3.  Questioning  strengthens  inemory.  A  question 
challenges  the  best  thought  of  the  pupil.  He  knows  he 
must  give  answer  to  questions  concerning  what  he  is  sup- 
posed to  learn  and  consequently  he  strives  to  lay  his 
knowledge  in  his  mind  in  such  shape  that  he  can  draw 
upon  it  at  any  moment.  The  effort  to  do  this,  the  knowl- 
edge that  he  needs  to  be  able  to  do  this,  stimulates  his 


264      3IANUAL  OF  SUNDAY-SCHOOL  3IETII0DS. 

[PART  II.  §  4,  CH.  iii. 

memory  to  its  best  work.  So,  too,  when  the  question  is 
put,  and  he  is  summoning  his  faculties  to  frame  the  proper 
answer,  memory  springs  to  the  rescue  and  makes  an  effort 
to  bring  into  use  every  item  of  information  needed. 

4.  Questioning  develops  thought.  The  mind  of  the 
pupil  is  stirred  to  activity  by  the  knowledge  of  the  fact 
that  every  question  means  an  answer,  an  answer  that 
meets  the  question  and  satisfies  its  demands.  If  he  can- 
not give  such  an  answer,  he  shows  himself  either  slow  of 
intellect  or  ignorant  on  the  subject  on  which  he  is  ques- 
tioned. Questioning,  therefore,  stimulates  his  mental 
activity  and  stirs  him  to  thought.  It  is  through  questions 
that  the  pupil  is  led  to  educe  conclusions  from  his  reason- 
ing faculties  and  thus  to  become,  in  the  best  sense,  edu- 
cated. This  was  the  Socratic  method.  This  is  a  method 
to  be  chiefly  followed  in  the  Sunday-school. 

How  Should  Questioning  be  Done?  This  point 
has  been  so  often  considered  that  it  is  impossible  to  dis- 
cuss it  here  without  repeating  to  some  extent  thoughts 
that  others  have  already  presented. 

1.  Clearness,  Manifestly  the  questions  should  be 
clear.  If  they  are  vague,  half-a-dozen  different  answers 
may  be  possible,  and  a  slovenly  habit  of  carelessness  in 
answering  is  developed.  There  is  no  proper  test  of 
knowledge  in  the  class  when  a  vague  question  comes 
before  it  and  no  one  knows  exactly  what  it  means.  When 
two  or  more  entirely  different  answers  to  the  same  ques- 
tion are  given,  the  teacher  may  reasonably  ask  himself  if 
the  fault  is  not  his,  and  if  the  trouble  does  not  lie  in  the 
fact  that  he  has  framed  his  question  in  a  faulty  way. 

2.  Brevity.  If  clearness  is  demanded,  then  brevity 
is  a  necessity  also.  The  ordinary  class  in  Sunday-school 
is  incapable  of  holding  in  mind  a  long  and  involved  ques- 
tion.    Brevity  is  really  essential  to  clearness.     But  more, 


THE  ART  OF  QUESTIONING,  265 

PART  II.  §  4,  cii.  iii.] 

brevity  is  needed  in  order  to  keep  the  attention.  An  in- 
volved question  is  sure  to  cause  the  child's  mind  to 
wander.  He  cannot  hold  it  in  his  memory  from  begin- 
ning to  end. 

3.  Stiinulatini^  to  thottght.  The  questions  asked 
should  invariably  set  the  pupil  thinking.  If  they  are  so 
framed  that  he  knows  from  them  what  the  answer  should 
be,  he  loses  benefit  from  them.  The  teacher  needs  to 
avoid  falling  into  a  rut  in  his  questions,  else  the  pupil, 
who  is  generally  keen  in  reading  human  nature,  soon 
learns  the  peculiarities  of  his  teacher  and  the  way  in 
which  he  expects  his  questions  answered.  It  is  a  harmful 
practice  to  ask  questions  that  indicate  wliat  the  answer 
should  be.  Leading  questions  that  contain  in  their  very 
phraseology  an  implied  answer  to  the  question,  are  de- 
structive to  scholarship. 

4.  Logical  succession.  The  questions  should  be 
arranged  in  logical  order.  If  they  are  to  bring  out  the 
story,  they  must  be  put  chronologically,  /.  ^.,  with  refer- 
ence to  the  events  that  occurred.  But  questions  are  also 
to  bring  out  the  moral  truths  that  lie  in  the  lesson,  and 
this  often  demands  a  logical  order  in  questioning.  It  was 
said  of  some  great  lawyer,  that  his  questions  were  in 
themselves  an  argument.  He  would  himself  get  such 
complete  hold  of  the  facts  as  to  be  able  to  arrange  his 
questions  chronologically  and  logically.  One  after  an- 
other his  questions, — carefully  prepared  beforehand, — 
would  bring  out  facts  in  the  case,  until  at  last,  out  of  the 
answers  of  ignorant  and  confused  men,  there  stood  before 
the  jury  an  orderly  narrative,  so  convincingly  arranged 
that  after  it  little  argument  was  needed.  As  teachers  we 
should  study  a  similar  art.  We  may  so  ask  the  questions 
in  the  class  as  in  time  to  bring  all  to  absolute  conviction 
of  the  truth. 


266      3IANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[part  II.  §  4,  CH.  iii. 
How  Should  Answers  be  Received  ? 

1.  IVith  respect.  It  is  a  great  thing  for  a  child,  timid 
and  perhaps  trembling  at  his  attempt,  to  venture  an  an- 
swer in  reply  to  the  teacher's  question.  Never  laugh 
at  the  answer.  It  is  too  important  for  that.  It  shows 
for  one  thing  that  the  child  is  thinking  and  is  trying  to 
meet  the  wish  of  the  teacher.  Never  check  any  such 
effort  by  a  slight  upon  the  answer,  however  unsatisfactory. 
Agree  with  it  as  f^ir  as  possible  and  then  quietly  and 
kindly  lead  the  pupil  to  the  further  thought  you  had  in 
mind.  Almost  every  answer,  if  it  does  not  convey  the 
whole  truth,  at  least  conveys  a  half-truth. 

Oftentimes  the  answer  is  so  pertinent  and  suggestive  that  it  de- 
serves to  be  repeated  to  the  whole  class.  Accept  the  answer  so  far 
as  possible  and  add  the  points  that  are  lacking  without  calling 
unnecessary  attention  to  the  deficiencies  of  the  answer. 

At  any  rate  the  answer,  no  matter  how  imjierfect  or  incorrect,  is 
sure  to  show  the  needs  of  the  pupil  and  very  likely  the  needs  of  his 
family.  Heed  the  answers,  then,  no  matter  how  crude  and  unsat- 
isfactory they  are.  They  are  unconscious  testimony  of  the  need  of 
the  pupil,  and  so  of  great  value. 

2,  As  suggestive  of  further  questions.  Every  ques- 
tion ansv/ered  starts  a  score  of  others.  Such  an  answer 
furnishes  a  common  standing  place  from  which  question 
and  answer  may  start  out  together  on  a  longer  journey. 
Any  answer  is  better  than  none  and  should  be  gratefully 
received.  It  is  certain  to  help  to  open  up  the  way  for  a 
further  discussion  and  a  more  correct  understanding.  No 
matter  what  answer  is  given,  then,  do  not  slight  it,  but 
use  your  prerogative  as  teacher  in  weighing  it  and  in  cor- 
recting it  as  may  seem  to  you  best. 


CHAPTER  IV. 

ILLUSTRATIONS. 

Their  Advantage.  The  use  of  illustration  is  of  great 
importance  to  all,  whether  writers,  speakers,  or  teachers, 
who  attempt  to  convey  thought  to  others.  It  is  of  so 
much  importance  that  all  books  on  rhetoric  and  oratory- 
give  special  emphasis  to  the  subject.  But  no  one  needs 
to  consider  the  subject  more  than  the  Sunday-school 
teacher  whose  aim  is  to  elucidate  the  Scripture  and  to  in- 
terest in  abstract  truth  youthful  minds  as  yet  largely  un- 
trained.    Illustrations  in  the  Sunday-school  class  serve, 

1.  To  secure  attention.  When  an  illustration  is  be- 
gun the  ears  are  intent  to  hear  to  the  end.  Illustration 
was  Christ's  favorite  method.  If  the  interest  flagged, 
he  would  say  something  like  this  ''Behold  the  lilies  of 
the  field  :  they  toil  not  neither  do  they  spin."  By  this 
time  every  one  was  keenly  awake  to  know  what  lesson  he 
would  draw  from  the  lilies.  The  Sunday-school  teacher 
must  have  his  illustrations  ready  to  bring  up  at  any  mo- 
ment. 

2.  To  impress  the  mei7iory.  Attach  a  great  truth  to 
something  that  is  outward  and  tangible  or  to  some  story 
that  fascinates  and  the  truth  is  remembered  as  long  as 
the  story  or  the  object  used  for  illustration.  The  parable 
of  the  good  Samaritan  in  the  Scriptures,  the  allegory  of 
the  Pilgrim's  Progress,  the  reference  in  ancient  legend 
to  the  swallow  darting  in  at  one  window  of  a  cabin  and 
out  at  another  as  an  illustration  of  the  brevity  of  life, 
can  never  be  forgotten. 

267 


268      MANUAL  OF  SUNDAY-SCHOOL  3IETII0D8. 

[PART  II.  §  4,  CH.  iv. 

3.  To  make  truth  clearer.  A  well-chosen  illustration 
lights  up  a  truth  and  makes  it  easily  understood.  It  calls 
attention  to  something  that  is  well  known  and  draws  a 
likeness  between  it  and  something  less  known  and  thus 
helps  us  to  comprehend  the  less  known.  How  often 
Christ  uses  the  phrase  ''The  kingdom  of  heaven  is 
like  "  !  The  likeness  of  one  object  to  another  is  a  mar- 
vellous help  to  the  study  of  the  abstract  or  the  unseen. 

4.  To  convey  an  argument.  There  is  a  real  argu- 
ment in  a  genuine  parallelism.  That  famous  book  "  Nat- 
ural Law  in  the  Spiritual  World  ' '  is  an  argument  for  great 
spiritual  laws  based  on  resemblances  in  the  physical  world 
to  such  laws.  Establish  an  analogy  between  a  divine 
truth  the  Sunday-school  teacher  is  trying  to  enforce  and 
some  everyday  occurrence  known  to  the  class,  and  in- 
stantly the  class  is  inclined  to  admit  that  the  teacher's 
statement  of  the  spiritual  principle  is  correct. 

How  TO  Illustrate  a  Lesson.  The  teacher  who 
feels  the  need  of  using  illustration  must  be  on  the  watch 
for  it.  He  will  study  resemblances  and  analogies.  Peo- 
ple of  imaginative  powers  are  always  seeing  such  resem- 
blances. But  when  this  gift  is  not  natural  it  may  be  ac- 
quired by  training.  A  certain  law  of  association  may  be 
developed  so  that  out  of  every  incident  or  narrative  the 
teacher  is  quick  to  draw  the  moral  lesson.  The  best  il- 
lustrations always  spring  up  unexpectedly  like  the  good 
sword  Excalibur  uplifted  to  King  Arthur  by  a  hand 
thrust  from  the  lake. 

But  where  one's  mind  does  not  work  freely  and  quickly 
in  seizing  the  right  illustration,  the  wise  teacher  will 
make  a  constant  effort  to  gather  illustrations  from  all 
quarters.  He  will  have  envelopes  for  assorted  newspaper 
clippings,  he  will  gather  the  best  books  of  illustrations, 
and  there  are  many  excellent  collections  to  aid  him.     He 


ILL  USTEA  TIONS,  269 

PART  II.  §  4,  CH.  iv.] 

will  perhaps  curry  a  notebook  and  enter  in  it  whatever  of 
value  he  sees  or  hears,  that  is  likely  to  prove  helpful  to 
him  in  illustrating  his  lessons. 

Certain  Cautions  are  desirable  in  regard  to  the  use 
of  illustrations. 

1.  Do  not  let  them  be  too  prominent  or  too  lon^.  It 
is  sometimes  the  case  that  an  illustration  is  dilated  upon 
till  the  truth  to  be  illustrated  is  forgotten. 

2.  Do  ?iot  let  them  be  too  many.  A  multiplicity  of 
illustrations  destroys  force.  "  Young  gentlemen,"  said  a 
certain  homiletical  instructor,  ''when  you  wish  for  a 
switch,  strip  off  the  leaves." 

3.  Do  not  let  illustrations  be  irrelevant.  It  is  a  com- 
mon fault  to  tell  a  story  or  bring  forward  some  other  il- 
lustration that  has  little  bearing  on  the  point  in  hand.  It 
illustrates  nothing,  but  interest  in  the  story  has  caused  the 
point  designed  to  be  elucidated  to  be  overlooked. 

4.  Do  not  let  illustrations  be  out  of  taste.  They 
may  be  easily  so  incongruous  to  the  high  and  solemn 
themes  the  teacher  wishes  to  illustrate  as  to  shock  the 
sensibilities.  They  may  be  irreverent  or  coarse  or  un- 
dignified. The  teacher  should  remember  that  he  is  in  a 
Sunday-school  and  be  careful  to  introduce  no  story  or 
simile  that  is  not  in  keeping. 

5 .  Do  not  let  illustrations  be  learned  and  unknown. 
The  teacher  should  imitate  Christ  in  seeking  familiar  ob- 
jects of  illustration.  He  cannot  make  plain  the  deep 
principles  of  theology  by  reference  to  mysterious  laws  in 
chemistry  of  which  his  class  knows  nothing. 

What  Kinds  of  Illustrations  to  Use. 

I.  The  simile  is  the  simplest  and  most  natural  illus- 
tration to  use.  One  thing  is  like  another  and  it  is  al- 
ways helpful  to  call  attention  to  this  fact. 


270      MANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[I'AKT  II.  §  4,  CII.  iv. 

2.  Refe7'ences  to  resemblances  in  nature  are  pecul- 
iarly fitting.  As  a  rule  the  young  understand  such  ref- 
erences better  than  almost  anything  else. 

3.  Incidents  or  stories, — /.  e.,  narrative,  either  in  fact 
or  fiction, — are  very  helpful.  Incidents  in  biography 
and  history  are  arguments  as  well  as  illustrations.  They 
are  practical  exemplifications  of  the  working  of  divine 
laws  in  human  life.  Stories  put  the  abstract  principles 
of  life  in  concrete  form. 

4.  Bible  history,  biography  and  parable  are  a  mine 
of  wealth  for  the  purposes  of  illustration  and  serve  much 
the  same  purpose  in  reference  to  the  use  of  incident  and 
story  as  do  the  resemblances  in  nature  to  the  simile. 


CHAPTER  V. 

OBJECT    TEACHING. 

Importance  of  Object  Teaching.  Object  teaching 
is  really  a  form  of  illustration.  It  is  an  appeal  to  the 
visible  to  impress  ideas  upon  the  mind.  As  such  it  has 
the  same  advantages  as  has  all  illustration.  There  is  no 
need  to  repeat  what  was  said  in  the  previous  chapter  on 
this  subject.  But  there  is  this  added  advantage  in  object 
teaching  over  ordinary  illustration, — it  is  an  appeal  to  the 
senses  and,  as  nearly  all  truth  reaches  the  mind  originally 
through  the  senses  and  is  at  first  a  perception,  it  fol- 
lows that  the  simpler  the  mind  to  be  reached  and 
the  nearer  it  is  to  the  original  uneducated  condition 
of  humanity,  so  much  the  more  needful  is  it  to  teach 
through  object  lessons.  This  was  why  God  taught  the 
untrained  people  of  Israel  by  an  elaborate  ritual.  This 
is  why  childhood  is  so  eager  for  dolls  and  blocks  and 
pictures. 

Caution, — Do  not  Overdo.  There  is  need  of  special 
care  in  the  use  of  object  teaching  not  to  overdo  it. 
Sometimes  object  lessons  are  frivolous  or  misleading. 
They  are  a  show  and  nothing  more.  The  elaboration  of 
blackboard  work,  as  for  example,  a  multiplicity  of  crosses 
and  a  great  variety  of  colors,  or  an  intricate  combination 
of  the  first  letters  of  words  as  a  presumed  mnemonic 
aid,  is  sometimes  a  delusion  and  a  snare,  and  practically 
results  in  turning  away  the  thought  from  the  truth  in 
hand.  It  is  best  not  to  have  too  much  of  object  teach- 
ing.    Too  many  objects  are  confusing  to  the  mind,  while 

271 


272      MANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[part  II,  §  4,  CH.  V. 

a  too  frequent  introduction  of  objects  tends  to  diminish 
interest  in  them.  In  order  to  have  impressive  mountains 
there  must  be  valleys  between  them.  Otherwise  the 
mountains  are  mere  table-lands,  their  lofty  elevations 
making  no  impression  because  of  their  uniform  flatness. 

Forms  of  Object  Lessons.  A  reference  to  a  previous 
chapter  on  Sunday-school  supplies  will  be  helpful  here. 
Mention  is  there  made  of  pictures,  maps,  the  blackboard, 
the  stereopticon,  and  a  museum  of  Biblical  curiosities. 
There  is  no  need  to  enlarge  here  on  any  of  these  articles, 
except  to  refer  to  those  that  are  peculiarly  adapted  to  the 
use  of  the  teacher.  When  the  Sunday-school  itself  is  un- 
able to  supply  them,  the  teacher  may  be  able  out  of  his 
own  resources  to  bring  to  the  class  many  things  that  are 
helpful.  He  can  often  secure  for  himself  volumes  of  half- 
tone engravings,  or  collections  of  small,  unmounted 
photographs.  He  can  use  paper  and  pencil  instead  of 
blackboard.  He  can  have  his  hand-atlas.  He  can  own 
his  little  collection  of  Bible  curiosities,  or  album  of  the 
flowers  of  Palestine. 

Use  of  Objects. 

1.  Pictures.  The  teacher  will  do  well  to  pause  in  his 
teaching  from  time  to  time,  to  pass  around  a  picture 
illustrating  the  scene  or  the  peculiarities  mentioned  in  the 
Bible  passage  he  is  bringing  to  the  attention  of  his  class. 
He  can  point  to  various  things  in  the  picture  to  make 
plain  the  truth.  In  the  parable  of  the  sower,  for  instance, 
or  the  parable  of  the  prodigal  son,  a  series  of  pictures 
may  be  exhibited  to  describe  and  impress  the  success- 
ive facts  and  lessons  of  the  story.  Nothing  would  be 
more  hopeful  in  conveying  the  lessons  of  these  parables 
to  a  class  of  wild  young  Arabs  from  the  street. 

2.  Chalk  and  pencil.  It  is  often  desirable  that  the 
class  be  called  on  to  draw,  or  to  write  down  abstracts  of 


OBJECT  TEACHING.  273 

PART  II.   §  4,  CII.  v.] 

lessons,  or  to  fashion  a  diagram.  But  all  such  use  of  the 
pencil  should  be  simple.  Sometimes  key  words,  suggest- 
ing a  theme  or  a  paragraph,  are  written  out.  Sometimes 
memory  sentences-  are  copied  off  to  be  committed  to 
memory.  Sometimes  "alliteration's  artful  aid"  is  re- 
sorted to  and  sometimes  an  acrostic  is  helpful  to  the 
memory.  Sometimes  maps  are  drawn,  or  perhaps 
pictures,  while  yet  again  it  is  often  found  helpful  to 
write  out  an  analysis  in  full  with  memory  letters,  and  let 
all  the  class  follow  that  analysis. 

3.  Maps.  Nothing  will  contribute  more  to  clearness 
of  thought  in  all  geographical  and  historical  matters  than 
to  have  a  map  at  hand  for  constant  reference.  Those  in 
the  quarterlies  should  be  constantly  referred  to.  Some- 
times a  quantity  of  small  maps  purchased  at  the  stores,  or 
manufactured  roughly  on  the  mimeograph,  may  be  dis- 
tributed among  the  pupils. 

4.  Bible  cabinet.  With  a  little  pocket  cabinet  of 
curiosities  the  teacher  can  interest  his  class  intensely. 
He  may  well  take  considerable  time  in  exhibiting  such 
articles,  being  careful  to  connect  with  them  the  spiritual 
lessons  taught  in  the  Bible. 

5.  Miscellaneous  articles.  The  teacher  will  do  well  to 
bring  into  his  class  from  time  to  time  a  variety  of  articles  that 
he  may  take  from  his  home  or  the  shop  or  the  fields,  to 
illustrate  the  lesson.  A  tumbler  half-filled  with  earth,  in 
which  ants  have  been  allowed  to  burrow,  might  give  its 
lesson  one  Sabbath ;  a  piece  of  honeycomb  would  be 
an  interesting  object  lesson  another  Sabbath ;  while  a  bit 
of  wood  from  some  old  ship's  hulk,  bored  through  and 
through  by  the  teredo,  might  serve  another  day  to  show 
the  possibilities  of  evil  in  that  which  does  but  little  at  a 
time. 


CHAPTER  VI. 

PRIMARY    TEACHING. 

Importance  of  Teaching  Little  Children.  It  is 
now  generally  recognized  that  at  no  other  period  of  life 
does  the  mind  absorb  impressions  and  conclusions  so 
rapidly  as  in  the  early  dawn  of  intelligent  perception  in 
the  child.  The  organs  of  sense  are  then  opening  out 
upon  a  new  world  and  bringing  to  the  mind  their  treasure- 
stores  of  information. 

At  the  same  time  there  is  the  greatest  need  of  directing 
these  processes  of  intellectual  absorption  in  order  that  the 
child-mind,  having  no  experience  and  no  previous  train- 
ing, may  reach  just  conclusions  and  not  be  deceived  or 
misled.  The  greatest  skill  is  demanded  in  directing  the 
studies  of  the  child  and  the  best  teachers  are  required,  in 
order  to  utilize  to  the  full  this  richest  opportunity  of  in- 
struction that  ever  comes  in  a  human  life. 

Peculiarities  of  the  Child-mind.  It  is  impossible 
to  teach  the  litde  child  aright  without  a  proper  under- 
standing of  its  peculiarities.  Some  characteristics  mark 
all  young  children  alike. 

1 .  They  have  everything  to  learn.  They  stand  at  the 
beginning  without  experience,  without  previous  observa- 
tion, with  a  most  slender  outfit  of  innate  ideas,  and  the 
universe  is  rushing  in  upon  their  half-dazed  and  excited 
vision. 

2.  They  have  no  habits  of  study.  Their  senses  are 
not  yet  trained  to  accuracy  and  their  minds  are  not  yet 
disciplined  to  form  correct  judgments.  It  is  not  yet  pos- 
sible for  them  to  concentrate  their  perceptive  faculties  on 

274 


PRIMARY  TEACHING.  275 

PART  11.  §  4,  cir.  vi.] 

any  one  object,  nor  for  them  to  place  a  fact  perceived 
into  the  alembic  of  judgment  and  hold  it  there  till  tested 
and  analyzed. 

3.  They  especially  notice  material  things.  They  are  at 
the  age  when  the  senses  rule,  and  the  senses  testify  of  the 
outside  world.  In  consequence  earth  has  the  largest  hold 
on  their  thought  and  interest. 

4.  They  have  an  active  imagination.  This  is  a  most 
fortunate  counterbalancing  influence.  The  imagina- 
tion of  a  child  is  rank  soil  for  all  sorts  of  wild  notions. 
The  unseen,  the  ethereal,  (not  to  say  the  spiritual),  the 
superhuman,  are  eagerly  grasped  in  the  embrace  of  the 
imagination,  so  that  after  a  little  the  claim  of  the  physical 
and  temporal  is  met  by  the  claim  of  the  spiritual  and 
eternal.  This  is  largely  a  matter  of  training.  It  depends 
on  the  parents  and  the  teachers,  whether  the  child  feeds 
its  imagination  on  Santa  Claus  and  fairy  tales  or  on  the 
sweet  story  of  the  Christ-child,  the  miracles  that  followed 
his  coming  and  the  mansions  prepared  above  for  them 
that  love  him. 

5.  They  have  i77iplicit  faith.  They  have  not  yet 
learned  to  cherish  distrust,  and  no  cloud  of  doubt  has  yet 
gathered  above  their  horizon.  Not  having  been  taught  to 
sift  evidence  and  never  yet  having  been  deceived,  they 
accept  whatever  is  told  them  without  a  question. 

Methods  of  Teaching.  The  peculiarities  of  the 
child-mind  being  known,  the  methods  of  instruction  must 
be  adapted  to  them.  Teaching  must  be  of  the  simplest 
and  begin  at  the  foundations.  Too  much  must  not  be 
expected  of  children  in  the  way  of  consecutive  thinking, 
but,  instead,  provision  must  be  made  for  a  constant  change 
in  the  child's  thoughts.  Material  things  must  be  made 
to  speak  of  spiritual  things.  The  imagination-hunger  in 
the  child  must  be  wisely  fed.     The  teaching  must  be 


276      MANUAL  OF  SUNDAY-SCHOOL  3IEriT0DS. 

[I'ART  II.  §  4,  CII.  vi. 

painstakingly  truthful  and  little  time  is  to  be  wasted  at 
this  stage  of  instruction  on  argument  or  evidence.  The 
main  anxiety  on  the  part  of  the  teacher  should  be  in  no 
way  to  forfeit  the  absolute  confidence  his  pupils  put  in 
him.  In  the  same  connection,  a  few  special  suggestions 
are  in  place. 

1.  Arouse  the  doi'mant  mind.  It  is  well  to  excite 
curiosity.  Make  the  child  eager  to  learn ;  let  him  ask 
questions ;  strive  to  awaken  thought ;  set  the  children  to 
guessing.  Do  not  do  all  their  thinking  for  them,  but  say 
enough  to  start  their  thinking,  and  then  by  judicious 
questioning,  let  them  workout  the  problem  for  themselves. 
Appeal  to  the  imagination.  Give  them  word  pictures  as 
graphic  as  you  can  make  them.  Let  them  live  Christ's 
life  over  in  their  thought.  Dwell  upon  the  supernatural 
side  of  the  Bible,  but  not  too  long  at  a  time  and  never  so 
as  to  develop  morbid  feelings  in  their  minds. 

2.  Appeal  to  their  senses.  For  the  eye  have  ready 
object  lessons  of  every  kind.  For  the  ear  let  there  be 
abundant  music, — bright,  cheerful,  tender,  uplifting.  It 
will  speak  to  the  emotions  and  put  them  in  the  best  frame 
to  receive  good. 

3.  Secure  variety  and  change.  Little  children  easily 
tire.  The  mind  soon  wanders,  weary  nerves  must  be 
rested  and  the  mind  calmed  for  a  fresli  effect.  To  this 
end  no  exercise  should  be  long  continued  and  the  suc- 
ceeding exercise  should  be  as  different  as  possible.  Vivac- 
ity in  teaching  is  desirable, — though  not  nervousness, — 
and  movement  is  a  great  help  at  times  to  bring  the  little 
ones  to  a  fresh  consideration  of  truth. 

4.  Repetition  is  the  only  certain  way  to  fix  the  mem- 
ory. ''Line  upon  line  and  precept  upon  precept"  is  as 
applicable  to  the  teaching  of  children  to-day  as  it  was  to 
the  instruction  of  the  Israelites  in  the  time  of  the  prophets. 


PRIMARY  TEACHING.  277 

PART  II,  §  4,  CII.  vi,] 

5.  Adaptation  to  an  undeveloped  mind  is  the  great 
necessity.  To  secure  this  the  teacher  must  present  to  the 
child  narrative  rather  than  philosophy,  the  concrete 
rather  than  the  abstract,  and  dwell  upon  only  one  point 
at  a  time.  It  is  never  safe  to  undertake  to  teach  a  little 
child  too  much  at  once.  The  teaching  must  be  of  the 
plainest  character  and  should  avoid  anything  that  is  com- 
plex or  difficult. 

6.  Appeal  to  the  religious  nature.  This  is  the  ulti- 
mate aim  of  all  Sunday-school  instruction,  and  it  must 
not  be  forgotten  in  teaching  little  children.  They  are 
easily  impressible  in  this  direction,  and  are  devout,  trust- 
ful and  affectionate  toward  their  Heavenly  Father,  as 
well  as  toward  their  earthly  parents,  if  properly  taught. 

How  Can  Variety  be  Secured  ?  It  is  an  especial 
art  in  the  management  of  the  primary  department  to  se- 
cure variety.  Such  variety  must,  of  course,  be  largely 
developed  outside  the  regular  lesson.  The  lesson  itself 
must  not  be  too  long.  The  order  of  service  may  include 
opening  exercises, — consisting  largely  of  Scripture,  prayer 
and  song, — preliminary  exercises,  general  exercises  on  the 
lesson,  the  teacher's  instruction,  subsequent  exercises,  and 
closing  exercises  of  worship. 

The  preliminary  and  subsequent  exercises  may  be 

1.  Various  uses  of  Scripture.  This  will  include 
Scripture  recitations,  repetitions  of  golden-texts  or  of 
special  passages  and  Scripture  readings. 

2.  Map  drills.  Questions  are  asked  on  lands  of  the 
Bible,  the .  Exodus  Journey,  Old  Testament  Palestine, 
New  Testament  Palestine,  Paul's  travels,  etc. 

3.  Motion  songs  and  marches. 

4.  Special  topics,  such  as  temperance  and  missions, 
which  deserve  distinct  treatment. 


CHAPTER  VII. 

THE    KINDERGARTEN. 

Its  Peculiar  Features.  The  kindergarten  is  a  new 
feature  in  Sunday-school  work  which  has  of  late  come 
into  favor.  A  good  number  of  our  larger  schools  have 
now  divided  the  primary  department  and  put  the  little 
children  into  a  kindergarten,  securing,  when  possible,  a 
trained  kindergartner  to  conduct  the  department.  The 
little  ones,  not  yet  able  to  read,  are  best  taught  according 
to  kindergarten  principles  and  methods.  What  is  the 
process  according  to  kindergarten  principles  of  conveying 
a  lesson  to  a  child -mind  ?  We  answer  by  paraphrasing 
in  common  speech  the  technical  phraseology  of  Miss 
Susan  E.  Blow  in  her  book  on  "  Symbolic  Education," 
as  quoted  in  Black's  Practical  Primary  Plans. 

1 .  Take  some  actual  experience  of  the  chihV  s  cve?yday 
life.  It  is  necessary  to  begin  from  a  standing  place  of 
the  child's  knowledge  as  one  commences  the  study  of 
mathematics  with  a  few  axioms. 

2.  Reproduce  the  experience  in  motion  and  expres- 
sion. It  may  be  recalled  to  the  child's  consciousness  by 
description,  but  still  more  certainly  by  some  appeal  to 
the  eye. 

3.  Develop  the  ideas  in  this  experience  by  language 
and  music.  Tell  what  the  experience  means  and  teaches. 
Let  there  be  motion  songs  and  exercises  to  bring  out  the 
idea. 

4.  Let  a  picture  describe  the  experience.  This  may 
be  done  by  a  graphic  word  painting,  or  by  drawing  a  pic- 

278 


THE  KINDERGARTEN.  279 

PART  II.  §  4,  CH.  vii.] 

ture  on  the  blackboard  or  by  bringing  in  suitable  pictures 
to  illustrate  the  subject  and   hanging  them  on  the  wall. 

5.  Talk  about  the  subject  sug'rested  in  the  experience. 

6.  Tell  a  story  or  recite  a  poem,  illustrating  what  has 
just  been  said. 

7-  By  kindergarten  gifts  and  occupations  let  the 
child  reproduce  the  thoughts  thus  far  brought  out. 
Building  blocks,  paper  houses,  a  sand  board,  cards  to  be 
used  for  sewing  during  the  week,  are  all  useful  for  this 
purpose. 

8.  Brin<r  out  a  connected  line  of  thought.  All  the 
various  occupations  and  activities  thus  far  followed  must 
be  placed  in  relationship  and  order. 

9-  Show  how  the  truth  that  has  been  taught  has  to 
do  with  the  child's  life.  Let  all  that  has  gone  before  be 
connected  with  the  child's  original  experience  from  which 
all  has  been  derived. 

An  Illustration   of  Kindergarten  Methods.     A  trained 
undergartner  of  acknowledged  skill  conducts  a  kindergarten  after 

childt       "1  T  "  "r""  '"^'^^  '^''^  ^"  ^P^-^"^'  ^^^  --^  the  little 

^  su  'vti;'"^^"^-"'^°°'-"^°"""^'^'"^^--  Four  fin- 
geis  up,  (holding  up  her  own  fingers  and  all  the  children  follow- 
ing her  example).  ««  Now  I  want  you  to  learn  a  verse  with  four 
words  m  It,  one  for  each  finger.  «  Thou-God-seest-me  ' ;  "  (touch- 
mg  a  finger  as  she  repeats  a  new  word).  •«  All  say  it,-.  Thou- 
God  seest-n.e.  "  (All  repeat  the  verse.)  .«  That  I  right;  now 
sayit  agajn."  (All  repeat  the  verse  again.)  <.  Now  fet  \.Z 
our  httle  hymn,  .Two  little  eyes.'"  She  then  repeated  a  hymn 
with  appropnate  motions,  the  little  children  who  were  familiar 
vvi  h  the  lij^n  jomnrg  in  the  repetition  and  imitating  her  in  her 
mouons.     The  whole  hymn  and  its  motions  were  as  follows : 


Two  little  eyes  to  look  to  God," 
(A  finger  was 
hear  his  Word 
(A  finger  was  placed  on  each  ear) 


(A  finger  was  placed  on  each  eye) 
"  1  wo  httle  cars  to  hear  his  Word," 


280      3IANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[part  ii.  §  4,  CH.  vii. 

"  One  little  tongue  to  speak  his  truth," 

(A  finger  was  laid  on  the  tongue) 
"  One  heart  to  give  him  now  in  my  youth," 

(The  right  hand  was  laid  on  the  heart) 
"Two  little  feet  to  walk  his  ways," 

(The  fore-finger  of  each  hand  was  pointed  to  a  foot) 
"Two  hands  to  work  for  him  all  my  days," 

(The  hands  were  extended  with  palms  upward) 
"  Take  them,  dear  Jesus,  and  may  they  be 
Ever  obedient  and  true  to  thee." 
(This  was  uttered  in  the   attitude  of  prayer,   eyes  closed  and 
palms  in  contact,  with  fingers  upturned.) 

"  Now  go  to  sleep  a  minute.  Close  your  eyes,"  said  the  kinder- 
gartner,  while  the  children  obeyed.  This  was  to  rest  them  and  to 
give  her  an  opportunity  unobserved  to  lift  a  bunch  of  willow  buds 
from  a  table  near  by. 

"Wake  up,  children,  open  your  eyes."  All  obeyed,  pleased 
with  the  play  and  ready  for  the  little  surprise  the  kindergartner 
had  in  store  for  them  as  she  stood  before  them  with  a  large  bunch 
of  willow  buds  uplifted.  "  Children,  what  are  these  ?  "  "Pussy 
willows,"  they  exclaimed.  "  Yes,  pussy  willows.  They  have  just 
come  out.  It  is  spring."  She  then  in  a  fascinating  way  told  the 
story  of  a  lily  bud  that  resented  its  burial  in  the  ground,  and 
could  not  understand  it,  but  by  and  by  began  to  thrust  itself  up, 
and  finally  broke  through  the  earth  and  lifted  its  head  into  the 
sunlight  and  the  air.  Then  in  simple  and  clear  language  she 
made  the  application  of  the  story  to  the  religious  truth  of  the  lesson 
for  the  day. 

In  another  kindergarten  the  children  made  several  circuits  of 
the  room  to  the  soft  notes  of  a  sweet  marching  song  played  on  the 
piano.  Then  they  sat  down  to  their  kindergarten  tables  and  built 
little  Oriental  houses  out  of  cardboard  previously  prepared,  the 
roof  of  each  house  having  a  flap  in  it  to  show  where  the  roof  was 
torn  up  that  the  man  sick  with  the  palsy  might  be  let  down  into 
the  room  where  Jesus  was  and  receive  healing.  After  this  was  an 
exercise  with  a  sand  map,  and  then  an  explanation  of  the  exercises 
by  the  kindergartner. 

Kindergarten  Principles.     Enough  has  been  said  to 


THE  KINDERGARTEN.  281 

PART  II.  §  4,  Cii.  vii.] 

suggest  the  fiuKiainental  ideas  of  instruction  in  the  kinder- 
garten. Froebel,  the  great  inventor  of  tliis  method,  in- 
sists that  young  children  must  be  employed,  that  their  nat- 
ural employment  is  play,  that  their  plays  are  mostly  imi- 
tative of  their  elders  and  rehearsals  of  what  they  are  to 
do  when  older,  that  their  games  should  be  directed  to- 
ward the  foundation  of  right  habits.  He  further  teaches 
that  the  educator  develops  faculties  already  existing  in 
the  child,  and  that  such  development  is  secured  by 
arousing  not  merely  activity  in  the  child,  but  voluntary 
activity.  He  claimed  that  young  children  need  each 
others'  society,  and  should  engage  in  a  common  employ- 
ment, and  that  therefore  a  mother's  care  is  not  sufficient, 
but  that  assemblies  of  little  children  which  he  would  not 
call  schools,  but  rather  kindergartens, — gardens  for  the 
development  of  children, — are  necessary.  The  object  of 
the  kindergarten  is  to  give  the  children  common  occupa- 
tions which  to  the  children  are  simply  games,  but  which 
in  the  eye  of  the  adult  are  methods  of  education,  likely 
to  develop  in  the  child  a  healthy  body,  quick  percep- 
tions, the  power  of  thought,  a  sympathy  with  nature  and 
with  humanity  and  above  all  to  shape  aright  the  moral 
and  religious  nature. 

These  principles  are  now  generally  acknowledged  to 
be  correct  in  regard  to  secular  education  and  many  con- 
sider them  to  have  application  to  Sunday-school  work  as 
well  as  to  the  secular  school. 

Kindergarten  Appliances.  In  conducting  a  kinder- 
garten in  the  Sunday-school  every  trained  kindergartner 
will  be  quick  to  utilize  her  everyday  methods  in  the  reli- 
gious lines  distinctly  followed  in  the  Sunday-school.  All 
that  is  necessary  to  do  here  is  simply  to  suggest  a  few  of 
the  principal  appliances  that  may  be  introduced.  Among 
them  are  letters  printed  on  pasteboard,  which  may  be 


282      3IANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[PART  II.  §  4,  CH.  vii. 

used  by  the  children  in  spelHng  out  a  Scripture  name  or 
verse,  cards  perforated  for  sewing  on  which  may  be 
wrought  during  the  week  following  a  verse  of  Scripture 
or  some  Scripture  object,  other  cards  containing  the  pic- 
ture in  outline  of  some  Bible  scene  to  be  colored  by  the 
children  from  their  paint  boxes,  blocks  to  be  used  in 
erecting  Oriental  houses  and  other  objects,  a  sand  board 
for  maps,  various  "gifts,"  made  generally  of  card  board, 
representing  the  Christian  armor,  the  cross,  and  a  large 
variety  of  emblematic  devices. 

Adverse  Criticism.  It  must  be  acknowledged,  how- 
ever, that  the  introduction  of  the  kindergarten  into  the 
Sunday-school  is  by  some,  and  occasionally  even  by  ex- 
perienced kindergartners,  considered  a  serious  mistake. 
Some  bring  charges  against  the  system  of  Froebel  him- 
self. They  allege  that  his  methods  are  artificial  and 
complicated,  that  he  begins  with  the  abstract  to  find  the 
concrete  when  the  opposite  is  the  logical  order,  that  his 
system  is  an  abuse  of  imitation  and  invention,  that  the 
kindergarten  tends  toward  second-hand  knowledge,  ob- 
scures the  distinctions  between  work  and  play,  and  unfits 
the  pupil  to  master  real  difficulties. 

Ordinarily,  however,  the  objections  against  the  kindergarten  in 
the  Sunday-school  are  not  brought  against  the  system  itself,  but 
against  its  use  in  the  Sunday-school.  It  is  said,  with  some  show  of 
truth,  that  the  kindergarten  is  not  designed  nor  adapted  to  teach 
spiritual  truth,  that  its  methods  are  likely  to  detract  from  the  so- 
lemnity of  divine  teaching,  and  materialize  that  which  should  be 
kept  distinctly  spiritual,  and  that  only  those  who  have  been  care- 
fully trained  as  kindergartners  are  fitted  to  attempt  kindergarten 
work.  This  view  is  well  put  in  the  following  letter  to  the  author 
by  a  trained  kindergartner,  enthusiastic  in  her  profession,  with  ex- 
perience also  in  conducting  a  primary  department  in  the  Sunday- 
school.  She  says :  "  I  do  not  believe  in  putting  the  kindergarten 
work  jjroper  into  the  Sunday-school.     The  spirit  of  the  kindergar- 


THE  KINDERGARTEN,  283 

PART  II.  §  4,  cii.  vii.] 

ten,  i.  e.,  the  Froebcl  theory,  is  inapplicable  to  all  schools,  prop- 
erly so  called,  and  the  mechanical  work  and  games  which  Froebel 
systematized,  he  intended  only  for  the  week-day  kindergarten.  I 
think  the  methods  commonly  suggested  by  writers  on  kindergarten 
work  in  the  Sunday-school,  all  tend  to  materialize  the  Scripture 
stories.  Especially  do  I  consider  this  true  of  many  of  the  object 
lessons  proposed.  I  do  not  say  that  all  object  lessons  for  litile 
children  are  harmful  in  Sunday-school  work.  Quite  the  contrary. 
The  blackboard  and  picture  cards  with  Bible  verses  are  useful. 
But  kindergarten  material  cannot  be  used  with  proper  results  by 
those  who  have  not  taken  the  regular  training.  Even  those  who 
have  taken  such  training  do  not  always  grasp  it  in  its  true  applica- 
tions. I  dread  above  all  else  in  teaching  children  the  Scripture 
ami  sjMritual  things  to  do  anything  that  may  lessen  their  reverence. 
The  present  generation  needs  its  reverence  cultivated  instead  of 
lessened.  A  child  does  not  know  any  more  about  the  true  spiritual 
meaning  of  giving  the  heart  to  God  by  pricking  and  sewing  a 
heart  with  a  spear  through  it,  or  about  the  sorrow  of  Christ  in 
Gethsemane  by  sewing  on  a  bit  of  perforated  cardboard  a  sword, 
a  spear  and  a  t;orch." 

Much  of  the  adverse  criticisiii  loses  its  force  when  it  is 
considered  that  kindergarten  work  in  the  Sunday-school 
is  seldom  more  than  a  general  adaptation  of  Froebel' s  prin- 
ciples. The  sound  common  sense  of  Christian  teachers 
leads  them  to  avoid  any  extravagance  of  method  which 
might  detract  from  the  serious  work  in  hand.  The  psy- 
chological principles  advanced  by  Froebel  are  accepted, 
and  truth  is  taught  by  object  lessons,  but  ordinarily  care 
is  taken  not  to  belittle  the  great  truths  of  the  Bible  by  un- 
due materializing  or  by  undignified  and  inappropriate  at- 
tempts to  illustrate  spiritual  things  through  physical  ob- 
jects. 


CHAPTER  VIII. 

A    STUDY    OF   THE    PUPIL. 

Need  of  Adaptation.  The  greatest  need  of  modern 
education  in  all  departments,  both  secular  and  religious, 
is  adaptation.  Our  methods  are  too  often  machine 
methods,  treating  all  alike,  forcing  all  into  the  same 
hopper  and  grinding  all  to  the  same  degree  of  fineness, 
whether  fit  for  it  or  not.  Every  pupil  has  a  strongly- 
marked  individuality  and  for  the  best  educational  effects, 
requires  distinct  treatment.  We  want  no  bed  of  Pro- 
crustes either  in  the  day-school  or  in  the  Sunday-school. 
At  least  three  points  bearing  on  this  matter  deserve  to  be 
considered. 

1 .  Each  pupil  has  individual  peculiarities .  His  dis- 
position, his  training,  his  heredity,  all  give  him  a  certain 
bent,  and  these  must  be  considered  in  teaching  him.  We 
recognize  the  difference  of  races.  Those  differences  are 
marked.  They  are  the  result  of  a  long  continuance  of 
influences  of  a  definite  kind  brought  to  bear  upon  suc- 
cessive generations.  The  Oriental  mind  is  distinctly  dif- 
ferent from  the  Occidental.  If  you  are  teaching  Chinese, 
you  cannot  teach  them  as  you  would  Americans.  To  a 
less  extent  similar  differences  exist  between  individuals. 
Even  brothers  are  built  on  different  models.  Jacob  and 
Esau  were  entirely  unlike  and  needed  different  treatment. 
Each  one's  age  and  mental  powers,  and  his  temperament 
also,  make  him  different  from  his  fellows. 

2.  Each  pupil  has  individual  surroundings.  Each 
one  has  his  own  home,  his  own  companions,  his  own 

284 


A   STUDY  OF  THE  PUPIL.  285 

PART  II.  §  4,  cn.  viii.] 

parents,  his  own  school.  His  studies,  work,  pleasures, 
reading,  are  different  and  he  is  shaped  accordingly.  The 
child  from  a  luxurious  home,  where  his  every  want  is 
gratified,  has  a  different  need  from  the  child  out  of  a 
hovel  in  the  fields  or  a  tenement  house  in  the  slums.  A 
Sunday-school  in  a  Fifth  Avenue  cathedral  church  cannot 
be  handled  in  the  same  way  as  a  mission-school  on  the 
Bowery.  One  child  is  tenderly  trained  in  a  Christian 
home,  another  comes  from  a  worldly,  godless  home  and 
knows  nothing  of  religion.  All  this  will  be  studied  by 
the  wise  teacher  seeking  to  meet  the  needs  of  his  pupil. 

3.  Each  pupil  has  distinct  needs  which  should  be 
ascertained  and  met.  These  needs  are  the  result  of  a 
complex  combination  of  personal  peculiarities  and  condi- 
tions. The  object  of  classification  is  to  bring  those  of 
common  needs  together.  Thus  departments  are  formed, 
based  largely  on  age.  Then  classes  are  arranged  with 
the  design  of  putting  into  a  class  those  of  the  same  age 
and  also  the  same  mental  abilities  and  sometimes  of  the 
same  social  standing.  But  with  all  these  classifications 
the  teacher  confronts  in  his  class  half-a-dozen  or  more 
who,  while  alike  in  some  things,  are  more  unlike  in  others. 
It  is  his  business  to  be  the  physician  of  their  souls,  to 
make  a  diagnosis  of  their  religious  condition  and  to  pre- 
scribe for  them  accordingly.  It  would  be  the  crudest 
practice  of  spiritual  medicine  to  give  each  a  prescription 
identically  the  same.  No  two  pupils  are  in  the  same 
position  religiously.  One  needs  a  word  of  encourage- 
ment, another  a  reproof,  another  a  plain  direction,  another 
a  stimulus  to  action,  another  should  be  aroused  from 
lethargy.  In  every  case  the  wise  physician  fits  his  treat- 
ment to  his  patient's  need. 

Peculiarities  of  the  Child.  The  large  proportion 
of  those  in  the  Sunday-school  are  children,  and  conse- 


286      3IANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[PART  II.  §  4,  CH.  viii. 

quently  their  peculiarities  need  to  be  especially  studied. 
This  is  the  more  true  from  the  fact  that  as  teachers  are 
generally  adults,  they  are  liable  to  have  forgotten  how 
they  felt  as  children,  though  for  that  matter  when  chil- 
dren they  were  too  young  to  think  or  know  much  about 
themselves.  There  is  less  need  to  discuss  the  peculiari- 
ties of  adults,  because  the  teacher  of  adults,  an  adult 
himself,  is  certain  to  know  something  about  himself  and 
consequently  something  about  the  peculiarities  of  his 
class.  What,  then,  are  the  peculiarities  of  the  child  that 
we  need  to  remember?  Some  repetition  must  be  par- 
doned here. 

1.  He  is  immature.  His  intellect  is  comparatively 
untrained,  his  emotions  partially  ungoverned,  his  will  not 
firm.  He  has  had  little  experience  in  life  and  is  just 
commencing  a  course  of  education. 

2.  He  is  ignorant.  Things  known  to  the  teacher  and 
which  seem  perfectly  simple  to  him,  are  an  unknown  land 
to  the  child. 

3.  He  is  curious.  A  new  w^orld  is  constantly  dawn- 
ing upon  him  and  he  opens  his  eyes  in  wonder  and  in- 
creasing interest  on  the  novelties  around  him. 

4.  He  is  imaginative.  He  delights  in  early  child- 
hood in  fairy  stories  and  Grimm's  weird  tales,  in  youth 
in  narratives  of  adventure.  The  child's  plays,  as  Froebel 
says,  are  largely  dreams  of  the  future,  whether  the  child 
is  a  girl,  amusing  herself  with  her  dolls,  or  a  boy,  build- 
ing with  his  blocks  or  marching  with  paper  cap  and 
wooden  gun. 

5.  He  is  docile.  Hungry  for  knowledge  and  know- 
ing his  ignorance,  he  generally  is  glad  to  learn. 

6.  He  is  affectionate.  None  of  these  children  are 
indifferent  to  kindness.  They  appreciate  the  love  of 
their  teacher.     No  matter  how  cold  or  indifferent  they 


A   STUDY  OF  THE  PUPIL.  287 

PART  II.  §  4,  Cii.  viii.] 

seem,  they  can  in  time  be  won  over.     At  heart  they  are 
glad  to  be  loved  and  ready  to  love  in  return. 

7.  lie  is  fn/s/fi/L  As  has  been  already  said,  the 
child  has  not  yet  learned  to  question  or  doubt.  He  ac- 
cepts implicitly  what  the  teacher  tells  him. 

8.  He  is  imitative.  As  was  stated  in  an  earlier  chap- 
ter, this  is  the  peculiar  trait  of  the  youngest  children, 
but  it  is  long  before  the  trait  is  outgrown.  Even  the 
older  children  fall  into  the  ways  of  their  elders.  Thus 
teaching  is  both  by  precept  and  example,  and  unless  ex- 
ample follows  up  the  precept,  the  precept  is  waste  effort. 

Difficulties  to  Overcome.  In  all  people,  without 
much  reference  to  age,  if  they  are  not  yet  Christians, 
there  are  generally  substantially  the  same  difficulties  to 
overcome,  though,  of  course,  in  far  different  degree. 
What  are  they? 

1.  Self-ivill,  or  opposition  to  God.  Every  human 
being  out  of  Christ  wants  his  own  way  and  is  not  ready 
to  acknowledge  that  God  is  his  rightful  ruler,  and  that  he 
is  bound  to  render  God  a  cheerful,  implicit  and  instant 
obedience.  This  is  a  common  sin  and  the  one  great  sin 
that  stands  in  the  way  of  the  salvation  of  a  vast  number. 
Christ  means  this  when  he  says,  '^  Ye  will  t\oX.  come  unto 
me  that  ye  might  have  life,"  or,  as  it  might  be  translated, 
"Ye  choose  not  to  come  unto  me  that  ye  might  have 
life." 

2.  Selfishness,  or  opposition  to  man.  The  disposition 
which  is  inborn  in  humanity  to  seek  one's  own  advantage 
at  the  expense  of  others  is,  naturally,  very  different  in 
different  individuals  and  manifests  itself  in  Christians  as 
well  as  in  others.  It  is,  of  course,  sin,  and  it  is  con- 
stantly working  injury  to  mankind.  The  Sunday-school 
teacher  has  it  to  combat  and  must  break  it  down  to  open 
a  breach  for  God's  grace  to  enter  the  heart. 


288      MANUAL  OF  SUNDAY-SCHOOL  BIETBODS. 

[PART  II.  §  4,  CH.  viii. 

3.  WorldlinesSj  or  opposition  to  one' s  true  self  .  This 
is  in  reality  a  sin  against  one's  self.  It  comes  from  a 
failure  to  perceive  that  man's  identity  lies  in  his  spirit 
and  not  in  his  body.  His  body  perishes,  but  his  spirit 
remains.  And  yet  the  great  proportion  of  mankind  is 
living  as  if  their  bodies  were  themselves.  Their  thoughts 
are  absorbed  in  securing  food  and  clothing  and  homes 
and  creature  comforts  of  all  sorts.  It  is  the  exception 
to  recognize  the  development  of  the  spiritual  realm  as  of 
the  highest  advantage. 

4.  Indifference,  or  mental  blindness.  The  physical 
senses  dominate  and  the  perception  of  the  importance  of 
the  unseen  world  and  the  spiritual  life  that  manifests 
itself  in  that  realm,  is,  in  consequence,  so  slight  at  first, 
that  often  it  is  lost  altogether.  Indifference  is  simply  the 
fact  that  mankind  is  taken  up  with  physical  things  and 
fails  to  see  the  grander  things  and  the  more  real  and  last- 
ing things  in  the  spiritual  world.  Narrowness  of  mind 
and  prejudice,  most  lamentable  hindrances  to  every  form 
of  Christian  work,  are  due  purely  to  a  lack  of  spiritual 
sight.  The  Sunday-school  teacher  must  seek  to  broaden 
the  vision  of  his  pupils.  He  needs  to  offer  the  prayer  of 
Elisha,  "  Lord,  I  pray  thee,  open  his  eyes  that  he  may 
see. ' ' 

Things  to  Secure  in  the  Pupil.  These  all  have 
their  relation  to  the  mental  constitution  of  the  pupil. 
Mind  is  divided  into  the  intellect,  the  emotions  and  the 
will,  and  what  the  teacher  must  do  for  those  in  his  class 
must  touch  each  one  of  these  parts  of  the  mind. 

I.  The  intellect  must  be  ?nade  to  view  life  from  its 
true  centre.  The  intellect  is  the  faculty  that  thinks.  The 
great  reason  why  it  does  not  think  aright  is  that  it  tries  to 
solve  the  problem  of  the  universe  with  a  wrong  centre. 
It  makes  the  same  blunder  in  its  system  of  religion  in  re- 


A   STUDY  OF  THE  PUPIL.  289 

PART  II.  §  4,  CH.  viii.] 

gard  to  man  that  Ptolemy  in  his  system  of  astronomy  did 
in  regard  to  the  earth.  The  Ptolemaic  system  placed  tlie 
earth  at  the  centre  of  the  universe  and  tried  to  account 
for  the  motion  of  the  stars  on  the  idea  that  they  all  re- 
volved around  it.  Every  man  is  apt  to  think  that  every- 
thing must  be  for  him  and  should  bend  to  his  comfort 
and  advantage.  This  makes  a  more  complicated  scheme 
of  life  than  Ptolemy's  ingenious  idea  of  epicycles.  The 
first  effort  of  the  Sunday-school  teacher  must  be,  there- 
fore, to  get  his  pupil  to  look  at  life  from  a  right  point  of 
view,  to  regard  the  spiritual  life  as  paramount,  to  recog- 
nize God  as  at  the  centre,  heaven  as  the  goal,  and  Christ 
as  the  way. 

2.  T/ie  emotions  must  be  trained  to  love  God  and 
man.  Christ's  two  great  laws  of  love,  supreme  love  to 
God  and  love  for  fellow-man  equal  to  love  for  self,  have 
large  relations  to  the  emotions.  Next  to  the  intellect  and 
built  up  upon  it,  comes  the  faculty  of  feeling,  while  suc- 
ceeding the  exercise  of  feeling  and  largely  the  result  of 
it,  is  the  decision  of  the  will.  The  emotions  are  very 
apt  to  develop  selfishness  or  even  hate,  to  lead  to  envy, 
jealousy,  contempt.  The  Sunday-school  teacher  must 
try  to  take  this  powerful,  erratic  faculty,  not  easily 
reached,  and  train  it  aright.  It  must  be  made  to  feel 
kindly  toward  all  men,  to  hate  nothing  but  sin,  to  appre- 
ciate and  love  the  character  of  God  and  to  desire  with 
self-denying  interest  the  welfare  of  man. 

3.  TJie  2vill  must  be  led  to  ri^ht  choices.  A  recent 
philosopher  has.  declared  the  will  to  be  divided  into  choice 
and  volitions,  the  choice  being  the  decision  which  de- 
termines the  life  and  the  volitions  being  simply  the  orders 
sent  forth  to  execute  various  acts  as  the  result  of  the  con- 
trolling choice.  The  intellect  influences  the  emotions, 
and  the  emotions  play  upon  the  will,  and  lead  it  to  a  de- 


290      MANUAL  OF  SUNDAY-SCHOOL  3IETH0DS. 

[FART  II.  §  4,  CH.  viii. 

cision.  The  will  acts  in  a  supreme  choice  and  then  in- 
numerable volitions  flow  out  from  the  choice.  Evidently 
the  choice  is  the  supreme  act  of  the  mind,  and  Joshua 
was  an  unconscious  philosopher  when  he  said,  '^  Choose 
ye  this  day  whom  ye  will  serve."  Here  was  choice  and 
its  consequent  volition.  The  Sunday-school  teacher,  if 
wise,  has  always  in  mind  the  importance  of  right  choices 
and  will  constantly  try  to  lead  his  pupils  to  the  point 
where  they  will  decide  for  Christ  and  choose  to  do  his 
will. 

4.  Right  habits  must  be  formed  in  religion  a?id 
morals.  A  habit  is  simply  the  crystallization  of  volitions. 
A  choice  after  a  while  becomes  so  natural,  so  essential  a 
part  of  a  man,  that  the  volitions  which  flow  from  it  come 
spontaneously  and  without  thought.  It  is  in  ordinary  life 
as  it  is  in  flute  playing,  where  the  player,  after  long  prac- 
tice acquires  such  skill  that  when  he  strikes  the  highest 
note  of  the  chromatic  scale  he  runs  down  the  whole 
gamut  in  utter  unconsciousness  of  the  movements  of  his 
fingers.  A  choice  to  live  the  Christian  life  meets  diffi- 
culties at  first  which  disappear  in  time  as  habit  becomes 
thoroughly  established.  A  choice  which  becomes  a  habit 
we  often  call  a  disposition.  The  teacher  will  constantly 
seek  to  develop  good  choices  and  volitions  into  habits. 
He  will  thus  be  forming  right  dispositions  and  upright 
lives. 


Section  5.     The  Teacher  With  his  Class. 


CHAPTER  I. 

THE    TEACHER    TEACHING. 

Previous  sections  have  set  forth  the  work  of  the 
teacher  in  different  aspects,  but  it  is  desirable  to  give  a 
few  general  directions  for  the  teacher's  conduct  in  the 
class. 

First,  the  Teacher  Must  Cultivate  Regularity 
AND  Punctuality  in  Attendance.  If  he  absents  him- 
self as  convenience  or  the  whim  dictates  he  need  not  be 
surprised  to  find  himself  at  last  without  a  class.  His 
own  work  rapidly  deteriorates  under  such  a  practice ;  he 
loses  interest  in  his  class ;  his  frequent  absences  show  it ; 
and  his  class  speedily  loses  interest  in  him.  If  he  is  un- 
punctual  he  sets  an  example  which  is  soon  followed  by 
the  rest.  The  time  for  work  on  the  lesson  is  abbreviated 
and  uncertain ;  a  slight  is  cast  on  its  worth ;  the  habit 
indicates  a  lack  of  appreciation  of  Sunday-school  privi- 
leges and  breeds  such  a  lack.  The  end  is  sure.  No 
class  can  prosper  under  an  unpunctual  teacher. 

A  Kind  Manner.  When  the  teacher  enters  the  class, 
let  him  give  to  each  a  pleasant  greeting  and  let  his  manner 
during  the  session,  and  at  all  times  be  kind  and  genial. 
A  sour,  gruff  or  severe  teacher  may  possibly  be  of  some 
use  in  a  secular  school  but  certainly  not  in  a  Sunday- 
school.  He  must  show  no  sense  of  superiority,  have  no 
patronizing  ways ;  be  guilty  of  no  selfishness.     All  such 

291 


292      MANUAL  OF  SUNDAY-SCHOOL  IIETHODS. 

[part  II.  §  5,  cii  i. 

manifestations  of  human  weakness  are  instantly  seen  and 
understood  in  Sunday-school  by  a  keen-eyed  class  of 
boys  or  girls  and  as  certainly  is  the  teacher  discounted 
and  his  influence  gone.  On  the  other  hand  a  teacher 
who  loves  his  class,  forgets  self,  and  shows  sym.pathy  and 
kindness  in  every  word  and  act,  soon  comes  to  have  a 
great  influence.  He  may  lack  in  many  directions  but 
this  gift  hides  all.  In  this  sense  ^'  Charity  covereth  a 
multitude  of  sins." 

Preserving  Good  Order.  At  the  same  time  fortu- 
nate is  the  teacher  who  can  combine  with  such  affability 
the  power  to  secure  good  order.  There  is  a  certain  mys- 
tery about  this  power.  It  does  not  come  by  sternness. 
It  is  secured  quite  as  readily  by  a  delicate  woman  as  by 
a  robust  man.  It  is  not  a  physical,  but  a  mental,  pov\^er. 
The  teacher  must  by  all  means  be  enough  of  a  disciplin- 
arian to  secure  good  order  in  his  class.  If  he  cannot, 
there  is  something  defective  in  his  methods  or  in  his 
make-up.  Let  him  study  to  improve  his  methods  and 
seek  God's  help  in  prayer. 

A  Devout  Spirit.  The  teacher  cannot  be  too  careful 
to  preserve  a  devout  spirit  and  manner  in  his  class.  The 
class  has  met  for  the  most  serious  business  in  the  world, 
— for  communion  with  God,  for  comprehending  divine 
truth,  for  growing  in  the  likeness  of  Christ,  for  opening 
the  heart  to  the  indwelling  of  the  Spirit.  This  does  not 
mean  sombreness  or  gloom;  it  does  not  forbid  a  smile  on 
occasion ;  but  it  does  mean  that  there  should  be  no  fri- 
volity and  no  cold  indifference  in  the  teacher's  manner. 
He  is  in  the  class  to  save  souls,  to  bring  those  in  his 
charge  into  the  presence  of  God.  He  should  then  be 
controlled  by  a  serious,  spiritually-minded  purpose.  He 
should  be  on  fire  with  love  for  souls  and  show  the  spirit 
of  Christ  in  his  eye  and  his  speech.     During  the  open- 


THE   TEACHER   TEACHINQ.  293 

PART  II.   §  5,  CH.  1.] 

ing  and  closing  exercises  he  will  be  devout,  he  will  always 
refer  to  the  Bible  with  reverence,  he  will  speak  tenderly 
of  the  plan  of  God  for  the  salvation  of  man. 

Helps  in  the  Class.  As  to  the  helps  the  teacher 
allows  in  the  class  he  will  put  into  prominence  those  that 
are  really  helps  and  he  will  keep  in  the  background  those 
that  weaken  memory  or  independent  thought.  The  Bible 
should  be  in  the  hand  of  every  pupil  and  often  referred 
to  as  authority.  He  can  easily  encourage  this.  Maps, 
charts  and  pictures  will  be  called  into  service.  As  to 
quarterlies  or  lesson  papers  in  the  class  they  may  be  un- 
avoidable and  where  they  are  used  simply  for  their  ques- 
tions they  do  no  great  harm.  Yet  after  all  the  use  of  a 
question  book  or  paper  should  be  chiefly  in  the  prepara- 
tion of  the  lesson  and  freedom  of  thought  and  adapta- 
tion of  truth  are  lessened  Avhen  there  is  a  slavish  use  in 
the  class  of  the  questions  in  the  quarterly.  As  to  com- 
mentaries, while  they  should  be  carefully  studied  at  home, 
they  ought  not  to  be  allowed  in  the  class. 

He  Must  Ask  Questions  and  not  Lecture.  It  is 
very  important  to  call  out  the  resources  of  the  class  and 
not  to  give  it  a  lecture  during  the  study  hour.  The  true 
method  was  that  pursued  by  the  child  Christ  in  the  temple 
with  the  doctors  when  in  their  advanced  Bible  class  he  is 
represented  as  "hearing  them  and  asking  them  ques- 
tions." Too  many  of  our  Sunday-school  classes  are  con- 
ducted as  a  lectureship.  The  class  itself  sits  silent  and 
often  stolid  through  the  hour  and  the  true  purpose  of 
the  Sunday-school  to  convey  deep  religious  impressions 
by  question  and  answer  is  entirely  lost.  The  class,  then, 
should  be  constantly  trained  to  think  for  itself,  to  answer 
questions  and  to  put  questions  to  the  teacher.  At  the 
same  time  it  is  often  helpful  to  develop  latent  abilities  in 
the  class  and  promote  study  and  awaken  new  interest  by 


294      MANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[PART  II,   §  5,  CH.  i. 

giving  out  questions  for  search  during  the  week  or  by 
appointing  in  turn  one  and  another  of  the  class  to  read 
an  essay  on  some  subject  connected  with  the  lesson. 
These  side-lights,  prepared  with  care,  are  often  of  great 
value. 

He  Must  Guide  the  Thought  of  the  Class.  The 
control  of  the  course  of  question  and  answer  in  the  class 
is  a  matter  of  great  importance  and  sometimes  of  great 
difficulty.  It  will  not  do  to  allow  profitless  discussions 
in  the  class. 

Now  and  then  some  individual  with  a  pet  theory  which  he  is 
anxious  to  aii*  at  all  times,  may  make  himself  obnoxious  and  do 
serious  harm  by  trying  to  throw  doubts  on  the  great  truths  of  the 
"Word  or  by  arguing  for  his  peculiar  views.  Sometimes  drastic 
methods  are  the  only  cure  for  this  evil.  It  is  of  the  utmost  im- 
portance that  the  truth  be  presented  with  care.  It  is  to  be  used 
for  a  purpose.  It  is  to  be  selected  to  accomplish  a  definite  end. 
Each  teacher  has  a  class  with  particular  needs.  That  phase  of  the 
truth  which  is  specially  needed  at  the  time  and  by  the  individuals 
in  the  class  should  be  brought  forward.  And,  further,  the  method 
of  presenting  the  truth  must  be  adapted  to  the  class.  One  great 
secret  of  success  in  Sunday-school  teaching  is  adaptation.  Every 
class  is  a  parish  by  itself  with  its  own  peculiar  needs  and  the  wise 
teacher  soon  learns  to  fit  his  work  to  its  condition,  just  as  a  skill- 
ful farmer,  after  knowing  his  soils,  fertilizes,  plants  and  cultivates 
accordingly. 

He  Must  Have  Private  Conversations  with  Indi- 
viduals. With  the  close  of  the  lesson  and  even  with 
the  closing  exercises  of  the  school  the  teacher  is  not  neces- 
sarily through  with  his  work  with  the  class  for  that  day. 
In  some  of  the  best-managed  and  most  successful  Sunday- 
schools,  it  is  not  uncommon  after  the  school  is  dismissed 
to  see  in  different  parts  of  the  room,  quite  by  themselves, 
little  companies  engaged  in  quiet  but  earnest  conversa- 
tion.    A  teacher  has  asked  one  or  two  of  his  class  to 


THE   TEACHER    TEACIIINQ.  295 

PART  II.  §  5,  CII.  i.] 

delay  a  moment  after  the  rest  are  gone  and  he  is  talking 
with  them  of  their  spiritual  needs.  Presently  they  kneel 
together,  and  there,  as  the  teacher  prays,  a  soul  is  born 
into  the  kingdom.  Often  the  few  moments  of  private 
conversation  that  follow  an  hour  of  earnest  teaching,  is 
the  influence  that  determines  the  eternal  choices  of  a  soul 
and  swings  it  into  the  channel  of  holy  living  to  keep  on 
that  course  forever. 


CHAPTER  II. 

SPECIAL    PHASES    OF    CLASS-WORK. 

Class  Reviews.  It  is  very  desirable  that  every  class 
should  spend  some  of  its  time  in  reviews.  It  is  impos- 
sible without  such  a  practice  to  fix  truths  in  the  memory, 
while  it  is  equally  impossible  to  learn  the  relation  of  facts 
to  one  another  and  their  consecutive  order.  A  review  is 
not  m.erely  the  recalling  to  mind  of  facts  previously  stud- 
ied ;  it  is  the  placing  of  them  in  connection  v/ith  other 
facts  so  that  past  and  present  lessons  become  an  orderly 
whole. 

1.  WeeJzly  class  reviews  are  essential.  These  may 
be  very  brief  but  they  should  bring  up  the  chief  points 
of  the  previous  lesson,  in  order  to  get  a  suitable  starting 
point  for  the  present  lesson.  A  review  of  this  sort  con- 
nects last  Sunday's  lesson  with  to-day's  and  makes  them 
one.  Such  a  review  is  like  a  diving-board  on  which  the 
class  takes  a  spring  before  plunging  into  the  lesson  of  the 
day. 

2.  A  reviewing  habit  in  teaching  the  lesson.  The 
wise  teacher  will  frequently  pause  for  a  moment  in  the 
onward  movement  of  the  lesson  and  gather  up  the  truths 
already  taught.  This  seems  to  deepen  impressions,  greatly 
help  the  memory  and  keep  the  connection  of  thought. 

Professor  Amos  R.  Wells  in  his  spicy  little  book  "  Sunday-School 
Success  "  makes  the  ingenious  suggestion  that  the  teacher  use  the 
late  pupil  for  the  purpose  of  such  review.  When  the  pupil  comes 
bustling  in  and  arranges  himself  in  his  seat,  he  would  liave  the 
teacher  pause  and  turn  to  the  pupil  pleasantly  and  say,  "  Good- 
morning,  John.     Before  you  came  in  we  had  gone  over  such  and 

296 


SPECIAL  PHASES  OF  CLASS AVORK.  297 

PART  II.  §  5,  CH.  ii.j 

such  points  in  tlie  lesson."  In  tliis  way  a  curse  is  turned  into  a 
blessing,  and  a  late  pupil,  if  he  does  not  become  too  numerous, 
mny  be  made  helpful  to  a  class. 

3.  Quarterly  revieias  in  the  class.  It  is  sometimes 
the  case  when  a  superintendent  slirinks  from  the  burden 
of  a  quarterly  review  conducted  from  the  platform,  or 
the  school  will  not  consent  to  such  a  public  review,  that 
the  duty  of  conducting  a  quarterly  review  falls  on  the 
individual  teacher  in  connection  with  his  own  class  alone. 
In  such  a  case  the  teacher  will  adopt  a  variety  of  methods 
according  to  the  needs  of  his  class.  Many  of  the 
metliods  suggested  in  a  previous  chapter  on  public  reviews 
are  applicable  in  class  work. 

JVli.ssiONS  IN  THE  Class.  When  the  topic  of  missions 
is  not  taught  in  the  school  in  general  exercises  a  special 
responsibility  devolves  on  the  teacher  to  do  what  can  be 
done  in  the  class  to  develop  a  missionary  spirit.  And 
the  teacher  can  certainly  do  much.  He  can  dwell  on 
the  subject  as  opportunity  offers  in  the  lessons  he  teaches. 
He  can  secure  missionary  papers  for  his  class.  He  can 
influence  the  reading  of  his  class  to  some  extent  and  in- 
duce his  pupils  to  take  up  some  of  the  charming  and  ro- 
mantic narratives  of  mission  life  that  are  now  in  print. 
He  can  sometimes  send  the  gifts  of  the  class  in  some  di- 
rection where  letters  will  come  back  from  the  missionary 
concerning  the  work  done  by  him. 

TEMrERANCE  IN  THE  Class.  Temperance,  too,  is  a 
theme,  which  though  neglected  in  the  school  at  large, 
need  not  be  neglected  by  the  individual  teacher.  He 
may  make  opportunities  to  enforce  the  duty  of  temper- 
ance on  his  class.  He  may  secure  their  signatures  to  the 
pledge.  He  may  induce  them  to  read  on  the  subject  of 
temperance.  He  may  interest  them  in  promoting  temper- 
ance reform  in  such  ways  as  are  adopted  in  the  locality. 


CHAPTER  III. 

THE    TEACHER    PRESERVING    ORDER. 

The  Harm  Done  by  Disorder.  Nothing  is  more  det- 
rimental to  the  class  than  whispering,  playing  and  rest- 
lessness, not  to  say  outbreaks  of  roughness.  In  some 
way  all  this  must  be  stopped.  It  prevents  study,  de- 
moralizes the  class,  brings  discredit  to  the  teacher,  dis- 
turbs the  classes  adjacent  and  speedily  communicates  its 
virus  to  the  whole  school. 

How  CAN  THE  Teacher  Preserve  Order  in  his 
Class  ? 

1.  By  interesting  the  pupils  in  the  lesson.  It  is  cer- 
tain if  pupils  are  disorderly  that  their  attention  is  not 
given  to  the  lesson.  This  may  not  be  altogether  the 
teacher's  fault.  Classes  are  very  different  in  this  respect. 
At  the  same  time,  marked  ability  in  the  teacher  will  con- 
quer the  worst  cases  of  restlessness  in  a  class  and  con- 
centrate the  attention  of  all  on  the  subject  in  hand. 

2.  By  inculcating  high  ideas  of  decorum.  A  sense  of 
honor,  a  feeling  of  self-respect  in  a  class,  will  frown  on 
all  incipient  disorder  in  it  on  the  part  of  a  few  and 
greatly  aid  in  promoting  good  order.  Sometimes  this 
sense  of  decorum  is  induced  by  the  presence  in  the  class 
of  one  or  two  of  high  character  and  marked  influence. 
They  set  the  pitch  and  the  rest  come  in  time  to  accept 
their  standard  of  behavior.  Many  a  teacher  gratefully 
recognizes  the  influence  of  such  a  pupil.  Sometimes  the 
teacher  can  take  aside  the  boys  that  make  trouble  and  by 

298 


THE   TEACHER   PRESERVING   ORDER.  299 

PART  II.  §  5,  cn.  iii.] 

talking  to  them  privately  and  alone,  induce  them  to  give 

a  new  character  to  the  class. 

3.  By  i/i'^enio.'/s  devices.  Sometimes  disorder  is  the 
result  of  unfavorable  conditions.  A  certain  class  of 
young  men  occupied  a  room  on  the  ground  floor  close  by 
the  street  where  a  number  of  seminary  girls  were  sure  to 
pass  by  at  the  hour  the  young  men  were  in  the  class. 
The  teacher  found  it  impossible  to  secure  the  attention  of 
his  class  till  he  bethought  himself  to  put  stained  glass 
into  the  windows  and  thus  shut  out  the  view  of  the  street. 
Then  he  had  no  further  trouble.  A  change  in  the  loca- 
tion of  the  class  is  sometimes  all  that  is  necessary  to  se- 
cure good  order. 

4.  The  best  order  is  secured  by  leading  the  pupils  to 
Christ.  This  ought  to  be  the  constant  endeavor  of  all 
teachers.  Nothing  is  so  desirable  on  every  ground  ; 
nothing  is  so  helpful  to  the  teacher  as  this.  If  a  boy  is 
troublesome  and  disorderly,  pray  for  him  and  win  him  to 
Christ. 

5.  The  last  resort  if  class  disorder  be  incurable  is 
for  the  teacher  to  take  another  class.  There  is  every- 
thing in  adaptation  and  one  teacher  may  make  a  failure 
with  a  class  of  rough  street  gamins  who  is  a  superb 
teacher  of  cultivated  young  ladies.  The  tool  that  regu- 
lates a  watch  is  unfitted  to  sharpen  a  scythe. 


CHAPTER  IV. 

THE   teacher's    PASTORAL    DUTIES. 

The  Teacher's  Care  of  Souls.  The  Sunday-school 
teacher  is  the  pastor  of  his  class.  The  dozen  souls,  more 
or  less,  composing  his  class,  are  commended  to  his  care 
and  he  thus  becomes  responsible  to  a  certain  extent  for 
their  spiritual  welfare. 

The  French  have  an  excellent  word  for  designating  the  parish 
priest.  He  is  called  the  "  cure "  and  in  the  same  way  in  the 
Church  of  England  the  minister  in  nearest  relation  to  the  people 
is  called  a  "  curate  "  and  his  charge  a  "  curacy."  These  words  all 
have  reference  to  the  care  of  souls  which  falls  to  the  duty  of  one 
in  this  position.  He  must  seek  to  cure  the  spiritual  maladies  of 
those  in  his  charge.  This  is  the  duty  of  the  Sunday-school  teacher. 
He  is  not  merely  to  teach  the  Bible  in  the  class  for  an  hour,  he  is 
to  take  his  pupils  upon  his  heart,  to  remember  them  in  his  prayers, 
to  think  of  them  constantly,  to  strive  in  every  way  within  his 
reach  to  do  them  good.  In  short  he  is  not  simply  to  be  their 
preacher  on  the  Sabbath,  he  is  to  be  their  pastor  through  the  week. 

The  Teacher's  Duties  as  Pastor.  This  relation  to 
his  class  involves  a  series  of  duties. 

I.  He  is  to  be  the  personal  friend  of  each  member  of 
his  class.  He  cannot  possibly  meet  his  obligations  to 
those  in  his  charge  unless  he  loves  them.  If  an  atmos- 
phere of  indifference  surrounds  a  teacher  he  becomes  in- 
accessible and  consequently  powerless  to  do  good.  He 
is  no  longer  an  island  in  the  open  sea,  fertile  and  restful ; 
he  is  an  iceberg,  half  hidden  in  fog.  His  first  duty  to 
his  pupils  is  to  understand  them.  He  must  enter  into 
300 


THE   TEA  CHEWS  PASTORAL  DUTIES.  301 

PART  II.   §  5,  CH.  iv.] 

their  sorrows  and  their  joys.  He  must  make  their  life  a 
part  of  his  own  and  do  his  best,  not  only  in  the  school 
but  at  every  opportunity  elsewhere,  to  be  helpful  to  them. 
He  thus  will  become  not  only  a  personal  friend,  but  as 
one  older  and  wiser  than  they,  their  adviser  and  helper. 
If  he  is  what  he  should  be,  the  members  of  the  class  will 
come  to  him  in  their  troubles  for  sympathy  and  comfort, 
in  their  perplexities  for  counsel.  It  is  worth  everything 
for  young  people  in  their  inexperience,  especially  when 
away  from  home  among  strangers,  to  have  such  a  friend. 
The  faithful  teacher  can  often  protect  them  in  tempta- 
tions, determine  their  decisions  in  times  of  uncertainty, 
and  so  shape  their  whole  future.  Here  is  one  of  the 
greatest  privileges  of  the  minister  of  the  gospel.  It  is  a 
privilege  which  the  teacher  may  enjoy  also,  if  he  will. 

2.  By  calling  o?i  his  class.  The  Sunday-school 
teacher  who  recognizes  this  responsibility  and  privilege 
will  show  himself  friendly  not  only  by  kind  words,  a 
genial  manner,  and  innumerable  little  helpful  acts, — he 
will  give  expression  to  his  interest  in  systematic  devices 
of  helpfulness.  He  w^ill  call  regularly  on  his  pupils.  A 
devoted  teacher  \vill  sometimes  set  apart  an  evening  every 
week  to  this  purpose,  seeking  out  the  members  of  his 
class  at  their  homes,  or  their  boarding-places,  and  in 
doing  this  winning  the  confidence  and  friendship  of  those 
on  whom  he  calls.  A  social  hour  in  which  each  talks 
freely  of  joys  and  hopes  and  aims,  breaks  down  barriers 
of  reserve  which  might  never  disappear  in  the  routine  of 
the  class,  and  makes  possible  an  influence  for  good  in  no 
other  way  to  be  obtained. 

Of  course,'  such  calls  will  be  specially  made  in  times 
of  peculiar  need,  like  sickness  or  trouble.  Oftentimes 
the  wise  teacher  seeking  his  pupil  in  an  hour  when 
bereavement  or  poverty  or  injustice  has  made  sore  hearts, 


302      3IANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[I'ART  II.    §  5,  CH.  iv. 

can  carry  balm  and  become  a  blessing  not  to  his 
pupil  alone,  but  to  a  household.  In  this  way  his  useful- 
ness is  greatly  enlarged,  and  each  boy  or  girl  in  his  class 
opens  the  door  for  him  to  a  whole  family  of  needy  souls. 
He  who  cherishes  a  desire  to  obey  the  Lord's  command 
and  preach  the  gospel  to  every  creature,  finds  himself 
ushered  through  the  pathway  of  his  Sunday-school  class 
into  wide  and  unexpected  privileges  of  Christian  service. 

3.  By  social  meetings.  But  the  teacher  can  do  more 
than  call  on  his  class  and  talk  with  each  member  person- 
ally of  his  daily  life  and  his  spiritual  needs.  He  can 
plan  and  sustain  a  variety  of  meetings  other  than  those 
of  the  Sunday-school  for  his  class.  He  should  occasion- 
ally invite  his  class  to  his  own  home,  and  give  them  there 
a  pleasant  social  evening  with  suitable  entertainment. 

Some  may  hesitate  at  this  because  of  its  supposed  expense,  but 
after  all  the  expense  may  be  made  slight  or  even  nothing.  It  is 
the  attention  and  the  effort  to  please  which  wins,  rather  than  a 
lavish  expenditure.  The  simplest  refreshment  is  adequate,  or  even 
none  at  all,  when  circumstances  plainly  forbid  it.  A  few  books 
of  pictures  or  simple  games  will  suffice.  Of  course,  when  means 
permit,  it  is  well  to  make  a  little  outlay  to  please  the  young  peo- 
ple. We  know  a  teacher  of  national  prominence  who  gives  an  an- 
nual entertainment  at  his  house  to  a  class  of  boys  just  developing 
into  young  men.  They  are  at  the  uneasy  age  when  so  many  leave 
the  Sunday-school,  but  they  show  no  disposition  to  do  this.  They 
think  too  much  of  their  teacher  to  take  such  a  step.  At  his  annual 
gathering  there  is  always  some  t'orm  of  entertainment  provided. 
One  year  there  was  an  exhibition  of  the  X-ray.  Refreshments 
are  also  served,  while  a  class  of  young  ladies  is  invited  in  and 
suitable  games  are  encouraged. 

4.  By  literary  meetings.  In  some  cases  it  is'found 
desirable  to  organize  a  class  for  occasional  literary  meet- 
ings. We  know  a  class  of  young  men,  numbering  some 
twenty-five  or  thirty,  taught  by  a  lady  of  marked  ability 


THE   TEACHER'S  PASTORAL   DUTIES.  303 

PART  II.  §  5,  CII.  iv.] 

and  rare  personal  attractiveness,  a  teacher  in  a  public 
school.  This  teacher  organized  her  class  into  a  debating 
club.  This  met  weekly  in  a  room  in  the  church,  allowed 
them  for  the  purpose,  and  with  programs  often  planned 
by  their  teacher,  they  greatly  enjoyed  themselves  in  a 
most  profitable  way,  while  by  devotional  services  at  the 
beginning  of  these  debates  and  by  various  activities  for 
the  church  planned  at  these  meetings,  their  spiritual  life 
was  helped. 

5.  By  class  prayer-meetings.  But  after  all,  such 
secular  meetings  are  simply  accessory  and  a  means  to  an 
end.  The  teacher  is  happy  who  can  bring  his  class  to- 
gether at  stated  intervals  outside  the  Sunday-school  for 
distinctively  religious  purposes.  There  was  at  one  time, 
in  a  certain  city,  a  class  of  some  forty  mill  operatives, 
mostly  young  girls  from  the  provinces.  The  teacher  was 
an  unlearned  man  of  foreign  birth,  an  overseer  in  the 
mills,  but  remarkably  earnest  and  a  most  godly  man. 
He  succeeded  in  bringing  nearly  all  the  mill  girls  in  his 
room  into  his  Sunday-school  class,  and  induced  them  to 
attend  a  weekly  prayer-meeting  at  his  house.  The  re- 
sults were  wonderful.  On  the  stormiest  Sundays  the  class 
in  the  Sunday-school  was  full  to  overflowing,  the  teacher 
was  constantly  bringing  to  his  pastor  for  religious  coun- 
sel, some  one  of  the  class  who  was  seeking  Christ,  and 
rarely  did  a  communion  season  pass  but  that  some  mem- 
ber of  the  class  joined  the  church.  This  teacher  lived  a 
Christian  life  in  his  mill  in  the  sight  of  all  his  class;  he 
showed  a  deep  personal  interest  in  their  welfare  at  the 
weekly  meetings  at  his  house ;  he  taught  his  pupils  faith- 
fully in  the  class,  for  he  was  a  close  student  of  Word  and 
led  of  the  Holy  Spirit.  It  was  not  strange,  therefore,  that 
as  Christ  promised  his  followers,  there  was  **  in  him  a  well 
of  water  springing  up  unto  eternal  life."     (John  iv.  14.) 


CHAPTER  V. 

THE   TEACHER   WINNING    SOULS. 

The  Teacher  to  Win  Souls.  The  Sunday-school 
teacher  has  one  great  duty  laid  upon  him  with  reference 
to  those  in  his  class.  He  is  to  bring  them  into  closest 
contact  with  Christ.  ''I  will  make  you  fishers  of  men," 
said  our  Saviour.  This  is  an  obligation  inherent  in  the 
Christian  life.  Every  one  who  finds  Christ  must  make 
him  known.  Every  one  who  is  a  disciple  of  Christ  must 
disciple  others.  This  duty,  common  to  all  Christians, 
becomes  a  special  duty  to  those  in  positions  of  special  op- 
portunity, such  as  the  minister  and  the  Sunday-school 
teacher.  The  Sunday-school  teacher  is  to  give  himself 
ardently  and  wisely  to  saving  souls.  This  is  ordinarily 
his  paramount  obligation.  He  must  plan  for  it,  take  time 
for  it,  and  be  patient  in  it.  In  planning  he  must  devise 
methods  which  may  not  mature  for  months  or  even  for 
years.  He  cannot  accomplish  the  desired  results  in  a 
day.  Sometimes  a  foundation  must  be  laid  in  a  careless 
heart  by  a  long  process  of  education  and  influence.  If 
any  have  not  been  brought  to  Christ,  they  must  be  won 
to  him  and  taught  to  love  him  and  serve  him.  If  any 
are  Christians,  there  is  yet  a  work  to  be  done  for  them : 
they  are  to  be  brought  nearer  and  nearer  Christ  and  into 
complete  union  with  him.  In  other  words,  the  teacher's 
work  is  distinctly  one  of  personal  influence.  He  is  not 
merely  to  give  intellectual  instruction.  This  is  simply  a 
means  to  an  end.  He  is  to  'be  a  leader,  a  guide.  He  is 
to  inspire  to  action  and  induce  others  to  live  a  better  life. 

304 


THE   TEACHER    WINNING  SOULS.  305 

TART  II.   §  5,  ClI.  v.] 

The  Method  of  Winning  Souls.  There  is  a  certain 
definite  process  in  all  this.  The  steps  of  influence  are 
regular  and  distinctly  succeed  one  another.  They  may 
not  always  come  into  prominence,  they  may  not  always 
make  an  impression  on  our  consciousness.  Some  of  them 
are  like  the  broad  landings  on  a  winding  stairway,  and 
others  are  like  the  lower  step  in  the  flight,  which  some- 
times we  spring  over  in  our  haste  without  seeming  to 
touch  it,  but  all  are  there  and  all  must  be  passed  in  due 
order.  It  is  well  for  those  of  us  who  must  lead  others 
over  them  to  examine  them  with  care. 

1.  Attraction.  The  first  step  in  our-  influence  with 
souls  is  attraction ;  we  must  awaken  their  interest.  The 
Sunday-school  teacher  cannot  do  anything  unless  he  can 
win  pupils  to  his  class  and  keep  them  there.  This  is  of 
the  utmost  importance.  This  is  not  enough,  though, 
strangely,  it  is  sometimes  thought  to  be.  There  are  those 
who  make  every  effort  to  fill  up  their  class,  and  stop 
there,  content  with  numbers.  This  is  a  mistake  common 
in  other  lines  of  activity.  The  prosperity  of  a  church  is 
sometimes  measured  by  the  size  of  a  congregation  ;  the 
strength  of  Christianity  by  the  number  of  its  professed 
adherents.  There  is  a  census-taking  which  is  fallacious 
and  deceptive.  Hence  David  of  old  suffered  severely 
because  of  his  incorrect  estimates  of  strength  contrary  to 
God's  will.  There  is  need,  then,  of  something  more  than 
attraction. 

2.  Attention.  After  attraction  comes  attention.  Those 
in  the  Sunday-school  must  be  made  to  listen.  It  accom- 
plishes nothing  to  have  them  sit  in  the  class  and  whisper 
or  read  or  look  about  listlessly.  They  should  be  there 
for  a  purpose.  Eye-gate  and  ear-gate  should  be  open  to 
receive  the  truth.  The  teacher  has  but  one  instrumen- 
tality with  which  to  reach  the  soul  and  win  it  to  Christ, 


30fi       MANUAL  OF  SUNDAY-SCHOOL  ^lETUODS. 

[PART  II.  §  5,  cir,  V. 

viz,  the  truth  as  it  is  in  Jesus.  If  the  pupil  is  indif- 
ferent so  that  the  truth  gains  no  hearing,  the  teacher  can 
accomphsh  nothing.  He  must  see  to  it,  then,  that  he 
teaches  the  truth  so  plainly  and  so  interestingly  that  the 
pupil  cannot  fail  to  heed  it.  Doctor  Talmage  has  said 
that  the  cardinal  vice  of  preachers  is  dullness.  If  he  is 
right,  the  same  thing  may  be  said  of  Sunday-school 
teachers. 

3.  Conviction.  The  truth  once  in  the  soul  through 
the  hearing  ear,  it  has  a  work  to  do, — it  must  produce 
conviction.  The  soul  within  must  rise  up  to  meet  the 
truth  and  do  it  reverence.  The  soul  must  see  it  to  be  the 
truth.  Here  is  a  matter  of  much  greater  difficulty  for 
the  teacher,  because  the  truth  has  now  passed  over  into 
the  keeping  of  another  free  agent,  who  must  decide  for 
himself  what  to  do  with  it.  And  yet  the  teacher  has  an 
influence  here.  He  must  endeavor  to  set  forth  the  truth 
with  such  plainness  and  force  that  it  shall  not  be  possible 
to  deny  its  correctness. 

4.  Pe7'suasion.  But  even  conviction  is  not  enough. 
"The  devils  believe  and  shudder."  They  know  the 
truth,  acknowledge  it,  and  yet  continue  in  their  evil 
course.  The  teacher  who  has  made  his  pupils  recognize 
the  great  fundamental  doctrines  of  religion,  is  yet  only  a 
part  of  the  way  on  his  journey.  He  has  started  his  com- 
pany in  the  right  direction,  but  to  stop  at  conviction  is 
ruin.  He  must  push  them  on  till  they  reach  the  station 
of  persuasion.  He  who  is  persuaded,  not  only  sees  the 
truth,  but  yields  it  allegiance.  He  determines  to  follow 
its  teachings.  His  heart  is  won.  He  no  longer  resists 
the  influences  of  the  Bible,  but  accepts  the  Book  as  the 
guide  of  his  life.  The  battle  is  gained  at  this  point  and 
not  before.  The  way  hitherto  has  been  more  and  more 
toilsome,  every  new  step  bringing  fresh  difficulties  and 


rnE  TEACHER    WINNING  SOULS.  307 

PART  II,   §  5,  CII.  v.] 

greater,  but  here  is  the  height  of  land  and  at  this  point 
the  grade  changes,  the  path  enters  at  once  on  a  broad  and 
beautiful  plain,  rising  steadily  but  gently  toward  the  in- 
finities beyond,  and  each  step  that  follows  is  easier  than 
that  which  went  before. 

5.  Conversion.  From  persuasion  one  passes  over  to 
conversion.  In  the  process  that  goes  forward  in  the  soul, 
one  is  led  to  turn  about  and  seek  a  new  life  in  Christ. 
Conversion  is  that  individual  and  deliberate  act  of  will 
in  which  one  breaks  away  from  an  evil  past  and  sets  forth 
to  a  new  and  noble  future.  When  Daniel  urged  Nebu- 
chadnezzar, ''Break  off  thy  sins  by  righteousness,"  he 
was,  in  free  and  untechnical  phrase,  urging  him  to  turn  to 
God  in  conversion.  It  is  the  privilege  of  the  Sunday- 
school  teacher  to  influence  his  pupils  to  this  great  step,  the 
step  which  ushers  them  through  a  portal  of  personal  deci- 
sion into  the  temple  of  God. 

6.  Regene7'ation.  Closely  connected  with  conversion 
and  indistinguishable  from  it  in  point  of  time,  is  regenera- 
tion. Regeneration  is  the  divine  influence  on  the  soul, 
making  it  a  new  creature  in  Christ  so  that  the  soul  is 
able  through  its  own  decision  to  accept  such  influence. 
The  part  of  the  teacher  in  this  is  simply  to  induce  the 
pupil  to  put  himself  in  right  attitude  to  receive  the 
divine  influence.  God  forces  himself  on  no  man.  No 
one  is  made  a  Christian  against  his  will.  No  one  is  re- 
generated who  does  not  first  receive  the  truth,  recognize 
his  need  and  open  his  heart  to  spiritual  influences.  Here 
is  the  second  platform  on  the  stairway.  The  first  plat- 
form was  when  conviction  was  reached.  Few  in  our 
Sunday-schools  are  not  convinced  of  the  truth,  but  they 
often  pause  long  at  this  point  and  hesitate  before  yielding 
to  persuasion.  So  again  after  regeneration  there  is  a 
period  when,  in  the  ecstasy  of  the  new  life  in  Christ,  one 


308      MANUAL  OF  SUNDAY-SCHOOL   METHODS. 

[part  II.   §  5,  CH.  V. 

dwells  content  and  does  not  see  his  future  need.  Sight 
comes  at  last,  however,  and  beyond  is  seen  a  further 
flight  of  steps  leading  into  the  Holy  City. 

7.  Strengthening.  After  regeneration  the  soul  must 
be  strengthened  in  its  Christian  purpose.  We  are  born 
into  the  kingdom  but  babes.  Our  will  is  often  weak  and 
vacillating.  We  need  spiritual  training.  We  need  to 
form  habits  of  Christian  living  which  shall  be  so  steadfast 
that  nothing  can  turn  us  from  the  right.  It  is  the  great 
privilege  of  the  Sunday-school  teacher  to  have  to  do 
largely  with  those  who  are  just  beginning  the  Christian 
life.  Many  of  the  young  people  in  our  churches  have 
just  decided  the  great  question  and  are  entering  on  a 
Christian  life  with  courage  and  enthusiasm.  But  they 
sorely  need  encouragement  and  training.  They  are  new 
to  the  life;  their  wills  are  not  yet  set  and  their  habits 
fixed  as  they  will  be  in  years  to  come.  They  must  have 
help.  Christ's  command  to  Peter  was ''Strengthen  thy 
brethren."  Fortunate  are  these  young  people  and  fortunate 
their  teacher,  if  he  sees  their  need,  sympathizes  with 
them  in  it  and  by  wise  influence  establishes  their  hearts 
in  Christian  purpose.  Fortunate  the  man  who  can  say, 
like  David  of  old,  ''My  heart  is  fixed,  O  Lord,  my 
heart  is  fixed." 

8.  Edification.  After  such  establishment  of  purpose, 
and  indeed  including  it,  comes  edification.  The  soul 
must  be  built  up  in  Christian  character.  There  must  be 
a  long  period  of  growth  in  grace.  In  fact,  this  period 
begins  on  the  instant  of  regeneration  and  continues 
through  life.  The  Sunday-school  teacher,  by  bringing  to 
bear  the  truths  of  the  Bible  and  cooperating  with  the  influ- 
ences of  the  Spirit,  may  steadily  advance  this  work  in  the 
heart  of  his  pupils.  It  is  a  grand  work,  for  it  is  the  de- 
velopment of  Christian  character  in  the  soul.     It*  is  a 


THE   TEACHER    WINNING  SOULS.  309 

PART  II.  §  5,  CH.  v.] 

comparatively  easy  process  after  regeneration,  for  the  soul 
once  born  anew  in  the  image  of  Christ  is  ever  after  bent 
on  a  better  Hfe  and  the  efforts  of  the  loving  and  faithful 
teacher  are  seconded  by  a  right  purpose  in  the  soul  of  the 
pupil. 

The  Use  of  Prayer.  The  teacher  in  winning  souls 
will  make  great  use  of  prayer. 

1.  Prayer  in  the  class.  When  the  class  is  in  a  room 
by  itself  it  will  often,  perhaps  always,  have  a  class  prayer, 
and  such  a  prayer,  offered  by  tlie  teacher,  may  be  so 
tender  and  earnest  as  to  melt  the  hardest  heart.  Or  the 
prayer  may  be  offered  when  the  class  is  dismissed  and 
■when  the  teacher  and  some  especially  anxious  for  their 
souls  remain  behind.  Nothing  more  decidedly  marks 
the  spiritual  life  of  the  school  than  little  groups  at  the 
close  of  school  here  and  there  through  the  schoolroom, 
bowing  together  in  prayer.  Silent  prayer  may  always  be 
offered  in  a  class  when  no  other  form  of  prayer  is  avail- 
able, and  this  is  sometimes  peculiarly  effective.  It  would 
be  desirable  that  silent  prayer  should  be  introduced  more 
frequently  into  all  our  classes. 

2.  Private  prayer  by  teachers  and  pupils.  The 
teacher  should  enlist  the  aid  of  all  converted  pupils  and 
have  them  agree  with  him  to  pray  for  the  rest.  Such 
united  prayer  is  wonderfully  efficacious.  Each  one  of 
these  Christian  members  of  the  class,  as  well  as  the 
teacher,  might  well  make  out  a  prayer  list,  on  which 
should  be  entered,  besides  the  names  of  others,  the  names 
of  all  members  of  the  class  still  out  of  Christ  and  then, 
with  that  prayer  list  before  him,  he  should  remember 
those  on  the  list  one  after  another  in  his  daily  prayers. 

There  was  in  college,  years  since,  a  young  man  who  did  this. 
Kneeling  in  his  room  daily  with  his  prayer  list  before  him,  he  took 


310      3IANUAL  OF  SUNDAY-SCHOOL  METHODS. 

[TART  11.  §  5,  CH,  V. 

the  cases  of  those  on  the  list  one  by  one  before  the  Lord,  till  they 
were  converted.  When  this  occurred,  striking  their  names  off  his 
list,  he  put  on  the  names  of  others  and  continued  to  pray.  It  was 
wonderful  how  many  souls  were  brought  to  Christ  for  whom  he 
thus  prayed.  But,  further,  the  whole  class  should  be  encouraged 
and  expected  to  pray  for  one  another  daily.  A  general  exercise  of 
this  sort  is  most  helpful.  Not  only  does  it  bind  the  class  together, 
and  turn  their  thought  to  the  one  thing  needful,  but  it  presents  an 
unbroken  front  of  prayer  to  God,  a  petition  with  not  one  signature 
lacking,  and  in  such  a  union  of  prayer  there  is  sure  to  come  a 
blessing. 


APPENDIX 


One  Hundred  Books 

Suggested  for  reference  and  reading 
By  Edwin  W.  Rice,  D.  D. 

[No  attempt  is  maie  to  give  a  complete  list  of  even  the  best  books  germane 
to  Sunday-school  work  ;  they  would  fill  a  great  library.  A  small  selected  list 
is  suggested  to  the  beginner,  giving  books  helpful,  stimulating  and  popular, 
but  concise,  and  inexpensive.  Purely  technical,  critical  and  costly  works  are 
generally  omitted  as  beyond  the  reach  of  the  mass  of  Sunday-school  workers. 
Books  known  to  be  out  of  print  or  exceptionally  expensive  are  marked  by  a 
star  (*).     They  may  usually  be  found  in  any  good  public  library.] 


I.     HISTORY  AND  GROWTH  OF  SUNDAY-SCHOOLS. 

Robert  Raikes,  Life,  1899,  Bristol,  Eng.,  J.  H.  Harris      .     ^  I  50 
(Latest  and  best;  new  material.) 

Robert  Raikes,  Life,  1 877,  London,  Eng.,  Alfred  Gregory         I   50 
(Full  and  interesting.) 

Sunday-schools  in  United  States,  1898,  Comr.  of  Ed.,  Wash- 
ington, D.  C,  Doc.  H.  241.  (First  official  government 
paper  on  this  subject:     Statistics  and  remarks.) 

*  History  of  Sunday-schools,  1 847,  Boston,  Lewis  G.  Pray         i   25 

(Full  on  Jewish  and  mediceval  time.) 

'^  Rise  and  Pros^ress  of  Sunday -schools,  1 87  6,  Phila.  and 

N.  Y.,  P,.  P.  Power I  25 

(Full  on  period  of  Raikes,  Fox,  etc.) 

*  Fifty  Years  of  London,  Sunday-school  UKio7t,  1853,  Lon- 
don, W.  H.  Watson i   75 

(Undenominational    and    trustworthy    for    English 
schools.) 

*  Centenary  of  Sunday-schools,  Special  edition  Sunday- 
school  Chronicle,  London,  iSSo 

(Report  of  "centenary"  of  Sunday-schools  in  Lon- 
don, iSSo.) 

311 


312  APPENDIX. 

Yale  Lectures  on   Sunday-schools,  1892,  N.   Y.,  II.  Clay 
Trumbull,  D.  D ^  2  00 

(Scholarly;   full   on    ground   and    basis    of   modern 
Sunday-school  movement.) 

*  Schaff-Herzog  Encyclopedia^  article  «•  Sunday-schools," 
Edwin  W.  Rice,  D.  D. 

'*'  Concise    Dictionary    of   Religions    Knorvledge,    (Jack- 
son's) article  "  Sunday-schools,"  H.  Clay  Trumbull,  D.  D. 

*  A  Concise  Cyclopedia  of  Religiotis  Knoivledge,  {^^vSox^ 
article  "  Sunday-schools,"  Moseley  H.  Williams,  Ph.  D. 

History  of  American  Sunday-school  Union,  1899,  Phila,, 

Edwin  W.  Rice,  D.  D 25 

II.     ORGANIZATION  AND  METHODS. 

Teachers  ajtd  Teaching,  1894,  N.  Y.,  H.  Clay  Trumbull, 

D.  D I  50 

(Comprehensive  and  practical.) 

Ways  of  Working,  1897,  Boston,  A.  F.  Schauffler,  D.  D.  I  00 

(Ingenious,  and  suggestive.) 

Stmday-school  Success,  1897,  N.  Y.,  Amos  R.  Wells,  Ph.  D.         i  25 
(Racy  articles  reprinted  from  periodicals.) 

Graded  Sunday-schools,  1892,  N.  Y.,  J.  L.  Hurlburt,  D.  D.  50 

(Explains  and  advocates  complete  grading  of  Sunday- 
schools.) 

Lectures  on   Teaching,  1886,  Boston,  from  French  of  G. 

Compayre •  ^   25 

(For  secular  schools,  but  suggestive  for  Sunday-school 
workers.) 

Seven   Laws  of  Teaching,  1886,  Boston,  J.  M.  Gregory, 
LL.  D 75 

(Common  sense  rules,  clearly  stated.) 

Organization  of  Schools,  (Teacher's  Primer  No,  l),  Phila., 

Edwin  W.  Rice,  D.  D 15 

(Has  plans  of  rooms  and  suggestions  on  classification.) 

Sunday-school  Monitor,  revised  edition,  Phila.,  W\  F.  Peters  lo 

(Has  run  through  many  editions  ;  is  simple,  compact, 
and  sensible,  in  small  compass.) 

The  Modern   Sunday-school,  1887,  N.  Y.,  J.  H.  Vincent, 

D.  D 90 

Practical  Pri7nary  Plans,  1897,  N.  Y.,  I.  P.  Black       .     .  I  00 

(Late  and  suggestive.) 


APPENDIX.  313 

Jlo//ie  Department,  1897,  Boston,  M.   C.   Hazard,  Ph.  D.     3  i  00 
(Explaiias  nicthods  of  organizing  Home  Departments.) 

Mei/iods  and  Principles  of  B idle  Study,  1885,  Boston,  A. 

E.  Winship,  Ph.  D 25 

Pil>le  School  Manual,  1898,  N.  Y.,  A.  W.  McKinney,  A.  M.  50 

(Sketchy;  suggestive  on  points  in  class  work.) 

The  Sunday-school  Library,  1888,  Boston,  A.  E.  Dunning, 
I)-D 50 

(Thoughthful,  and  common  sense  suggestions.) 

Supplemental  Lessons,  1889,  N.  Y.,  J,  L.  Ilurlburt,  D.  D.    25  c  &  40 

Sunday-school    Teacher'' s    Normal    Course,   1895,    ^'    ^ •* 

Geo.  W.  Pease,  Ph.  D 50 

(Syllabus  of  contents  of  Bible,  etc.) 

Llandy  Helps  for  Busy  IVorkers,  1899,  Phila.,  Edwin  W. 

Rice,  D.  D 15C&50 

(Suggestions  on  methods,  material,  studies,  and  suc- 
cess of  Christian  workers.) 

III.  THE  STUDY  OF  THE  MIND,  OR  CHILD-STUDY. 

*  Mental  Development  in  the  Child  and  the  Race,  1 895, 
London  and  N.  Y.,  2  vols..  Prof.  J.  M.  Baldwin       .     .         2  60 

(Scholarly — somewhat  technical.) 

The   Story  of  the  Mind,    1898,  N.  Y.,  J.   M.  Baldwin, 

(Princeton  Univ.) ....  50 

(More  simple  and  popular  tlian  the  preceding.) 

*  Studies  of  Childhood,  1896,  London  and  N.  Y.,  James 

Sully         2  50 

(Scientific,  and  learned.) 

Psychology  in  the  Schoolroom,  1 898,  London   and  N.  Y., 

Dexter  &  Garlick I   215 

(Secular,  technical,  but  suggestive   for  all  kinds  of 
teachers.) 

*  Intellectual  and  Moral  Development  of  the  Child,  1S96, 
N.   Y.,   translated   from   the   French   of  Gabriel  Com- 

payre,  2  vols.,  joer  vol.   i   50 3  cx) 

Mind  of  the  Child,  1893,  N.  Y.,  translated  from  the  Ger- 
man, of  W.  Preyer,  2  vols,,  per  vol.   i  00 2  00 

*  A  Study  of  a    Child,   1898,  N.  Y.,  octavo— Louise  E. 
Hogan 2  50 

(Recorded   observations   of   a    mother    in   scientific 
training  of  a  child.) 

The  Study  of  the  Child,  1898,  N.  Y.,  A.  R.  Taylor,  Ph.D.  I   25 


314  APPENDIX. 

Children'' s  Rights,  1 892,  Boston,  Kate  D.  Wiggin         .     .     ;^    I  00 

(A  book  of  nursery  logic.) 
Nezv    Life    in    Education,    (prize    work),    1 894,    Phila., 

Fletcher  Durell,  Ph.  D 90 

(Showing  the  need  of  symmetrical  education  of  phys- 
ical, mental  and  religious  nature.) 

Hozi)  John  and  I  Brought  up  the  Child,  1 894,  Phila.,  E. 

Grinnell         80 

(A  narrative  based  on  experience  of  parents.) 

The  Child,  1872,  N.  Y.,  from  the  German,  M.  Kriege.     .         i  00 
(Old,  but  generally  sound  sense.) 

Education   of  Central  Nervous   System,  1896-98,  N.  Y., 

Prof.  R.  P.  Halleck I  25 

(Explains   Motor  and  Sensor  training  for  homes  and 
schools ;  is  technical  but  suggestive.) 

Study  of  Child  Nature,  1890-95,  loth  Ed.,  Chicago,  Eliza- 
beth Harrison I   25 

Studies  in  Home  and  Child  Life,  1897,  Chicago,  Mrs.  S. 

M.  I.  Henry I  00 

(Suggestive  and  helpful  if  used  with  discrimination.) 

IV.     ON  THE  BIBLE. 

Concordance,  Young's,  Walker's,  or    Cruden's, — various 
prices 70  c  to  3  00 

Index  to  the  Bible,  1889,  Phila.,  96  pp.  octavo     ....  15 

Dictionary  of  the  Bible,  (Student's  edition)  1899,  Phila., 
958  pp.,  400  engravings,  12  maps,  Philip  Schaft,  D,  D,, 

LL.  D I   25 

(A  generation  later  than  Smith's.) 
People's  Dictionary  of  the  Bible,  1896,  Phila.,  cl.  230  pp., 

Edwin  W.  Rice,  D.  D postage  .08  25 

(Wonderfully  concise  and  cheap.) 

Biblical  Antiquities,  1894,  420   pp.,  Phila.,  Prof.   E.   C. 

Bissell,  D.  D I  50 

(Most  complete  late  work  in  the  English  language.) 
Our  Sixty-six   Sacred  Books,  159  pp.,  6th  Edition,  1897, 

Phila.,  Edwin  W.  Rice,  D.  D postage  .07  50 

*  Hours    zvith    the    Bible,    revised    edition,    1886,    in   3 

vols,  and  6  vols,,  London,  C.  Geikie,  LL.  D     .     3  00  and  7  50 
Anglo- Ajfierican  Bible  Revision,  Am,  Rev.  Com.,  Phila.  40 

Companion  to  Revised N.  T.,  1886,  N.  Y.,  P.  Schaff,  D.  D., 

LL,  U I  50 

(Best  account  of  Revised  English  Version  of  N.  T.) 


APPENDIX.  315 

New  Biblical  Treasury,  1898,  London  and  N.  Y.,  William 

Wright,  D.  D ^   i   50 

(Introduction   to  Books  of  the  Bible  with  analysis  of 
contents — late  and  good.) 

*  Literary  Study  of  the  Bible,  1 895,  Boston,  R.  G.  Moul- 

ton,  Ph.  D 2  00 

Manual  of  Bible  History,  J  885,  London,  W.  G.  Blackie, 

LL.  D.,  2  vols I  50 

(The  best  concise  history  of  Biblical  events.) 

*  Handbook   of  Biblical  Difjicultics,   1890,  London  and 

N.  Y.,  R.  Tuck 2  50 

(Not  very  satisfactory,  but  best  of  its  kind.) 

Handbook  of  the  Bible,  1880,  N.  Y.,  F.  R.  and  C.  R.  Con- 

der 2  25 

Gateways  to  the  Bible,  1898,  Phila.,  Sayce,  Blaikie,  Daw- 
son, Rice,  etc paper,  .15;  cloth,  50 

Brief  Analysis  of  Books  of  the  Bible,  1898,  Phila.,  T.  F. 

W paper  lo 

*  History  of  Jnvish   Church,  1876  and  on,  London  and 

N.  Y.,  A.  P.  Stanley,  3  vols,  each 2  00 

(Old  but  graphic,  instructive  and  inspiring.) 

Companion  of  O.  T.  Revision,  1885,  N.  Y.,  T.  W.  Cham- 
bers, D.  D I  cx) 

*  Messages  of  the  Books,   1885,   London,  F.  W.  Farrar, 

D.  D 3  50 

*  Syllabus  of  O.   T.  History,  1 89 1,  Chicago,  I.  M.  Price, 

D.  D I  50 

*  Progress   of  Doctrine,    1867,    Boston,  J.   H.    Bernard, 

D.  D I  50 

*  Logic   of  Christian    Evidences,    1 880,  Andover,  G.  F. 

Wright,  D.  D I  50 

*  Manual  of  Bible  Geography,  4to.,  1887,  Chicago,  J.  L. 

Hurlburt,  D.  D 2  75 

(Published  by  subscription;  maps  are  good.) 

Claims  of  Old  Testament,  1897,  N-  Y-»  Prof-  S.  Leathes 

Nezu  Topical  Index,  1898,  Chicago,  A.  W.  Torrcy,  D.  D.  25 

Ls   Christianity   True,    1 898,  Phila.,  Drs.  Sayce,  Blaikie, 

Dawson  and  Rice 50 

(Answers  from  history,  monuments,  nature,  the  Bible, 

experience  and  the  growth  of  Christianity.) 
Notes  from  my  Bible,  1895,  Chicago,  D.  L.  Moody      ,     ,         I  00 


316  APPENDIX. 

V.     NEW  TESTAMENT  AND  LIVES  OF  CHRIST. 

Life  of  Christ,  i88o,  London  and  N.  Y.,  J.  Stalker     .     ,       ^60 
(Concise,  and  suggestive,  somewhat  introspective.) 

Life  of  Christ,  1880-1884,  London  and  N.  Y.,  A,  Eder- 

sheim, — several  editions 75  c.  to  5  00 

(Accurate  and  trustworthy  on  Jewish  life  and 
customs.) 

Life   of  Christ,  1885-1894,  London   and    N.  Y.,   F,  W. 

Farrar 60  c.  to  5  00 

(Graphic,  pictorial,  very  readable,  often  inaccurate.) 

Life    of    Christ,    18S0-1885,    London    and    N.    Y.,    C. 

Geikie 75  c.  to  5  00 

(Full,  somewhat  diffuse,  minute  in  details,  fairly 
accurate.) 

*  Early  Days  of  Christianity,  1 883,  London  and  N.  Y., 

F.  W.  Farrar 75 

(Graphic,  rhetorical,  entertaining.) 

*IIisto7y  of  Apostolic  and  Christian  Church,  revised  edition, 

five  vols.,  1885-1890,  N.  Y.,  P.  Schaff,  LL.  D.,  per  vol.         4  00 
(Evangelical  and  scholarly.) 

Life  of  St.  Paid,  1884,  London  and  N.  Y.,  J.  Stalker  .     .  60 

Harmony   of   the    Gospels,   Boston,    Riddle-Robinson's, 

(Greek  and  English.)  each        I  25 

Harmony  of  the  Gospels,  1894,  Boston,  Burton  &  Stevens         i  75 

Apostolic  History  and  Epistles,  1896,  Boston,  Prof.  Stevens         i  50 
(Attempts  to   construct  a  harmony ;   fitting  epistles 
into    their  chronological  place   in  the    narrative  in 
Acts.) 

Christ  in  the    Gospels,   1889,   N.  Y.,  James  P.  Cadman, 

D.  D. I  50 

(Continuous  narrative  of  four  Gospels  following  the 
American  reviser's  English  text.) 

VL     BIBLE  LANDS  AND  ORIENTAL  CUSTOMS. 

'^  Laird  and  Book,  new    edition,    1886,    N.   Y.,  W.  M. 

Thomson,  D.  D.,  three  vols 7  50 

*  Memoirs  of  Palestine  Exploration  Fimd,  1880,  London 

three  vols.,  4to 12  Guineas. 

*  Desert  of  the  Exodus,  1876-1885,  London  and  N.  Y., 

E.  H.  Palmer,  (of  Oxford.) 3  OO 

(Old  but  best  on  the  subject.) 


APPENDIX.  317 

Palestine  in  Time  of  Christ,  1S85,  N.  Y.,  E.  Stapfer    .     .     3  2  50 

yewis/t  Life  in  Time  of  Christ,  188 1,  London,  N.  Y.  and 

Boston,  A.  Edersheim i   25 

Through  Bible  Lands,  1878,  N.  Y.,  Philip  Schaff,  LL.  D.         2  50 

Illustrated  Rambles  in  Bible  Lartds,  1875,  PhiJ^«>  Richard 

Newton,  D.  D i  50 

*  Sinai  and  Palestine,  1883,  London  and  N.  Y.,   A.  P. 
Stanley 2  50 

*  Customs,  etc..  In  Bible  Lands,  1875,  •'^'  ^  •»  ^^'  J-  Van- 
Lennep 2  50 

Tent  and  Saddle  Life  in  the  Holy  Land,   1890,  Phila., 
Prof.  D.  Van  Home,  D.  D i   25 

The  Bible  and  Modern  Discoveries,  1891,  N.  Y.  and  Lon- 
don, Henry  Harper 2  50 

*  Studies    in    Oriental  Social  Life,   1 894,  N.  Y.,  H.  C. 
Trumbull 3  00 

Recent  Research  in  Bible  Lands,  1 896,  N.  Y.,  Hilprecht 

and  others 2  00 

*  Ancient  E'gyptians,  1876,  London,  Wilkinson-Birch     . 

*  Modern  Egyptians,  London,  G.  W.  Lane 

St.  Paul  the  Traveller,  1 895,  N.  Y.,  Prof,  W.  l\.  Ramsay, 

D.  D 3  00 

Church  in  the  Roman  Empire,  1893,  N-  Y.,  Prof.  W.  ]\L 

Ramsay,  D.  D 3  00 

*  Historical  Geography  of  the  Holy  Land,  1 894,  N.  Y., 

G.  A.  Smith 6  00 

*  Empire  of  the  Ptolemies,  1895,  N-  Y-'  J-  P-  M^li''^<"^y      •         3  50 
Struggles  of  the  A\itions,  Egypt,  Syria  and  Assyria,  1 897, 

N.  Y.,  G.  Maspero i   50 

6)7'iVz  rtWifi,'-;'//',  1898,  N.  Y.,  W.  M.  F.  Pelrie      ...  loo 

*  Religion   of  Babylojtia  and  Assyria,    1898,  Boston,  ^L 

Jastrow 3  25 

History  of  Egypt,  1896,  N.  Y.,  W.  M.  F.  Petrie     ...         2  25 

Vn.     OLDER  BOOKS. 

Some  older  books  by  prominent  Sunday-school  workers  contain 
a  wealth  of  praclical  wisdom  and  sugcjestion,  which  make  them 
very  helpful.  Among  them  are  the  following;  thougli  several  of 
them  are  out  of  print,  they  can  usually  be  found  in  any  good 
public  library. 


318  APPENDIX. 

End  and  Essence  of  Sabbath-school  Teachings  1827,  Edin- 
burg,  James  Gall 

Nature'' s  Norinal  School,  new  edition,  1862,  London  and 
New  York,  James  Gall 

Teacher    Taught,   revised   edition,    1861,    Phila,,    F.    A, 
Packard,  LL.  D 

Teacher    Teaching,   revised   edition,    1862,   Phila.,  F.  A. 
Packard,  LL.  D 

The  Sunday-school,  (prize  essay,)  fifth  edition,  1862,  Lon- 
don, Louisa  Davids 

Sunday-school  Idea,  1870,  Phila.,  John  S.  Hart,  LL.  D.  . 

American  Simday-school  and  its  Adjuncts,  1856  and  1 865, 
Phila.,  James  W.  Alexander  D.  D 

Christian  Teacher,  1868,  London,  Rev.  Robert  Steel  .     . 

Church    S.    S.    Handbook,    1 87  2,    London,    Rev.    E.    P. 
Cachemaille 


I 

25 

I 

25 

75 

75 

I 

50 

I 

25 

75 

I 

50 

I  50 


Church  S.  S.  and  its  Officers,  1 87 2,  New  York,  John  H. 
Vincent,  D.  D.,  LL.  D i   25 

Sabbath-school  Index,  1868,  Phila.,  R.  G.  Pardee    ...         i   25 

Counsels  for  S.  S.  Teachers,  1 87 1,  London,  J.  A.  Cooper         i  00 

Introductory    Class.    Text   Book    (For  Normal  Classes,) 

1874,  London,  B.  P.  Pask i   25 

Sunday-school  Teacher''s  Manual,  1877,   London,  W.  H. 

Groser i   25 

Art   of  Questioning,    Securing   Attentio7i,  Memory,  etc., 

1877,  London  and  N,  Y.,  J.  G.  Fitch i   25 

Primary  Teacher'' s  Manual,  revised  edition,  1S77,  Phila., 

Alice  W.  Knox 40 

(First   to  explain  and  advocate  class  system  in 
Primary  Department.) 

Sunday-school  Handbook,  1 868,  Cincinnati,  Erwin  House         i   25 
(Added  hints  on  methods  from  several  workers.) 

Sunday-school  Handbook,  (compilation,)  1868,  London     .  I   25 

Voting  S.  S.  Teacher,  1S85,  London  and  Boston,  W.  H. 
Groser 75 


Ind 


ex. 


Alnlity,  administrative,  of  super- 
intendent, 29. 
"      to  teach,  Pt.  II.,  Sec.  2, 

ch.  iii.,  235. 
"      to   teach,    how    gained, 
242. 
Adaptation  of  teachers  to  their 
classes,  41. 
"         of     teaching    to  the 
pupil,    277,     284, 
294. 
Administrative    ability    in    the 

superintendent,  29. 
Addresses  in  Sunday-school,  72. 

"         on  missions,  93. 
Adult    Bible    Classes;    Pt.    I., 

Sec.  5,  ch.  iv.,  132, 
Adults  needed  in  Sunday- 
school,  132. 

How  made  successful,  132. 

Should    be  of  both  sexes, 

studies  to  be  adapted  to  its 

needs,  133. 

superior  teachers  needed, 

132. 

synthetic  Bil)le  class,  135. 

Adults     needed     in      Sunday- 
school,  98,  132. 
**       reached  by  home  depart- 
ment, 150. 
Advantages    of    home    depart- 
ment, 150. 
"  of  a  library,  153. 

Afternoon  Sunday-schools,  113. 
Age  as  a  basis  for  classification, 
118. 
"    of  the  teacher,  229. 
Aid  needed  in  mission  schools, 
181. 


Aid  of  the  Holy  Spirit  needed 

by  the  teacher,  236. 
Aiding  Sunday-school  mission- 
ary organizations,  171, 
Aim  of  music  in  the  Sunday- 
school.  75. 
•'    of  questioning,  262. 
"    of    the    home    department, 

147. 
««    of  the  Bible,  217. 
"    of  the  Sunday-school ;    Pt. 

I.,  Sec.   I,  ch.  i.,  9,  174, 

218. 
"    of  the  teacher ;  Pt.  II.,  Sec. 

I,  ch.  ii.,  217. 
*'    of  the  teacher,  educational 

or  evangelistic,  220. 
"    of   the    teachers'    meeting, 

144- 
Aims,  inferior,  of  the   Sunday- 
school,  17. 
American  Sunday-SchoolUnion, 

American  Sunday-School  Union, 
constitutions  of  Sunday 
.  Schools  used  by,  174. 

American  Sunday-School  Union, 
methods  of,  172,  I  So. 

American  Sunday-School  Union, 
results  of  its  work,  210. 

American  Sunday-School  Union, 
where  and  how  organized, 
208. 

American  Sunday-School  Union, 
work  of;  Pt.  I.,  Sec.  8,  ch.  v., 
20S. 

Amusements,  unwise  in  Sun- 
day-school, 97. 

Analysis  of  the  quarter's  les- 
sons, 88. 

319 


320 


INDEX. 


Analysis  of  the  Scripture  lesson, 

246. 
Ancient  suggestions  of  the  Sun- 
day-school, 9. 
Anniversary  day,  109. 
"  May,  III. 

Annual  days  ;  Pt.  I.,  Sec.  4,  ch. 

viii.,  109. 
Annual  meetings,  174. 
Answer,  question   and     impor- 
tance of,  262, 
Answers,  how  to   be   received, 

266. 
Appliances,  Sunday-school;   Pt. 

I.,  Sec.  6,  153. 
Application  of  the  truth,  259. 
Apt  to  teach,  237. 
Appreciation  of  truth,  258. 
Architecture  for     the     Sunday- 
school;  Pt.  I.,  Sec.  6,  ch.  iv., 
168. 
Art  of  teaching  to  be  studied, 

242. 
Art  of  questioning;  Pt.  II.,  Sec. 
4,  ch.  iii.,  262. 

advantages     of     question 

and  answer,  262. 

answers,     how     received, 

266. 

method  of  questioning,  264. 

teaching     and    preaching 

distinguished,  262. 
Assistant  Superintendent,  61. 
Assembly,  the,  13 1. 
Associations,  county,  district  and 
town,  197. 
"  ,    State    Sunday- 

school ;    Pt.    I., 
Sec.    8,    ch.    i., 
196,  91. 
Atmosphere  of  the  school,  25. 
Attendance     at      church,      see 
church-going. 
"  at     Sunday-school, 

evidence  of  suc- 
cessful teaching, 
252. 


Attendance  at  Sunday-school,  of 
little    children, 
how  secured,  123. 
"  at  Sunday-school,  re- 

sponsibility       of 
parents  for,  54, 
Attention,  256,  305. 
A-ttraction,  305. 
Authority  of  the  Bible,  219. 
"        over    Sunday-school 
rests  in  the  church, 

15- 

Bad  boys  and  girls,  34. 
Baby  talk  in  Sunday-school,  131. 
Banner  as  a  rcwaixl,  166. 
Baptist  Sunday-school   mission- 
ary department,  211. 
"      Union,  Young  Peoples', 
66. 
Bell,  use  of,  32. 
Benedictions,  73. 
Benefits  of  teaching,  reflex,  215. 
Benevolence     in    the    Sunday- 
school;  Pt.  I.,  Sec. 
4,  ch.  v.,  89. 

givers    should    dispose  of 

gifts,  90. 

how  to  develop,  92. 

objects  of,  90. 

school  expenses    met    by 

church,  89. 

through    church   channels 

in  part,  94. 
Benevolent  committee,  59. 
Bethany  Sunday-School,  Phila- 
delphia, Pa.,  19. 
Beth-ha-Midrash,  10. 
Bible  Class,  adults  to  be  in;  Pt. 
I.,    Sec.    5,    ch. 
iv,,  132. 
"         "       both  sexes  in,  134. 
"  "        cranks  in,  133. 

"       of  C.  W.  Osgood, 

134- 
"         "       preaching  in,  132. 
"         "       teachers,  132. 


INDEX, 


321 


Bible  Class,  topics  in,  133. 

"  "       questions  in,  133. 

Bible  Classes  for  adults;  Pt.  I., 

Sec.  5,  ch.  iv.,  132. 
Bible,  a  practical  book,  239. 

"       aim  of,  217,  219. 

"      books  of  the,  80. 

"      confidence  in,  2lS. 

"       curiosities,  273. 

"       dictionary,  56,  245. 

"      explaining  JJiljlc,  249. 

"       for  every  child,  55. 

"      given  as  a  reward,  166. 

«•      how    it   teaches    temper- 
ance, 102, 

"      interest  in,  218. 

*♦      knowledge     needed    by 
teacher,  236. 

«*       Normal  College,  Spring- 
field, Mass.,  12,  136. 

"      readings  on  the  lesson,  19. 

"       reference,  245. 

*•       reverence  for,  260. 

"       revised  translation  of,245. 

«<      Text  Book,  56,  245. 

"       the  object  of  study,  19. 

"      to  be  used  in  the  school,  1 9. 

"      use  in  worship,  71. 
Bible  Study,  advanced,  21. 

<•         "        aided  by  worship, 

71. 
"         "        privilege  of,  215. 
'«         "        synthetic,  22,  135. 
"         "        systems  of,  19,  21. 
"         "        Union,  lessons  of, 
130. 
Biography   as    recorded   in  the 

Bihlc,  219. 
Birthdays,  recognition  of,  124. 
Blackboard,  use  of,  162,  272. 
Blow,  Miss  S.  E.^  on  the   Kin- 
dergarten, 278. 
Books,  gift  of,  to  library,  156. 
"        for  library,  how  secured, 

156. 
"        for  library,  how   select- 
ed, 155. 


Books,  list  for  reading,  Appen- 
dix, 
"        needed  by  the  pupil  in 
preparing  lessons,  55. 
«        needed  by  the  teacher  in 
preparing  lessons,  245. 
Boys,  bad,  how  reformed,  35. 
"     leaving     classes      before 
school  closes,  34. 
the  older,  how^  to  hold  in 
the  school,  Pt.  I.,  Sec. 
5,  ch.  iii.,  127,  302. 
Branch  vSunday-schools,  170. 
"        and    home    schools,   re- 
unions of,  183. 
Brotherhood    of    Andrew    and 

Philip,  66. 
Business  meetings  of  teachers, 
140. 

Cabinet  of  Bible  Curiosities,  273. 
Calling  to  order,  31. 
Calling  Committee,  59. 
Calls  made  by  superintendents, 
44. 
"     of  the  Sunday-school  mis- 
sionary, 172. 
"     on  teachers,  44. 
"     on  pupils,  45. 
"     on  parents,  46. 
"     of  the    pastor    to  aid  the 

Sunday-school,  48. 
"     of    the    teacher    on    his 
class,  301. 
Card  catalogues,  62. 
Cards  as  rewards,  166. 

"      with  pictures,  159. 
Cast-off  clothing,  how  used,  60. 
Care  of  souls,  the  teacher's,  300. 
Catalogue  of  library,  157. 

"         of  the  school,  62. 
Catechism,  study  of  the,  79,  166. 
Cautions     regarding      Sunday- 
school    entertain- 
ments, 97. 
"  regarding     object 

teaching,  271. 


322 


INDEX. 


Certificates  of  promotion,  120. 
Chairs   in  Sunday-school  room, 

169. 
Chalk,  use  of,  272. 
Character-building,  220,  221. 
"         in  the  class,  253. 
"       ,  the  superintendent's, 

27. 
"       ,  the  teacher's,  Pt.  II., 
Sec.  2,  ch.  ii.,  232. 
"       ,  the  teacher's,  built  up 

by  teaching,  215. 
"       ,    the     teacher's,     in- 
fluence of,  260. 
Charities,  see  Benevolence. 
Charts,  293. 

Chautauqua  Assemblies,  137. 
"  Normal  Union,  1 37, 

139- 
Child-mind,  peculiarities  of,  274. 
Children    not  alone  to  be  con- 
sidered in  Sunday-school,  98. 
Childrens'  Day,  in. 
Choice  of  books  for  library,  155. 
"       of  Teachers  by  Superin- 
tendent; Pt.  I,,  Sec.  2, 
ch.  v.,  38,  23. 
Choices,  289. 

Christ  in  Jewish  Bible  School, 
10. 
"     ,  life  of,  lectures  on,  loi. 
Christian  Endeavor  Society,  66. 
Christian,   must  the  teacher  be 
a  ?  230. 
«*         the  test  of  Christian- 
ity, 239. 
Christians,  should  the  secretary, 
librarian  and  treasurer  be  ?  64. 
Christianity  tested  in  the  Chris- 
tian, 239. 
"  extension  of,  86. 

Christmas,  112. 

"         injurious      entertain- 
ments at,  98. 
«         festival,  100. 
Chronological  order  of  thought, 
265. 


Church,  a  family,  ii. 

blessing  of  to  Sunday- 
school,  192. 

has  always  held  the 
Sunday-school     idea, 

9- 

porch,  66. 

relation     of      Sunday- 
school    and,    Pt.     I., 
Sec.  I,  ch.  ii.,  14. 
relation    of  teacher  to, 

226. 
should  support  the  Sun- 
day-school, 14,  15. 
Sunday-school      should 
have    a   mission    ele- 
ment, 184. 
Church-going   to    be    promoted 

by  Sunday-school,  15,  226. 
Churches    grow    out    of  union 
schools,  209. 
"       ,  how  they  may  organ- 
ize a  school,  173. 
"         should    do     mission- 
ary   Sunday-school 
work,  171. 
"       ,  their     duty    to    out- 
lying       Sunday- 
schools,  178,  182. 
City    Mission    Schools,    Pt.    I., 
Sec.  7,  ch.  iv.,  184. 
<'    schools  closing  in  summer, 
188. 
Class   in    Christian    Evidences, 

133- 
Loan  Library,  134. 
prayer-meetings,  303. 
in  sociology,  134. 
reserve,  38. 
reviews,  296. 
Work,  Special  Phases  of, 
Pt.  II.,  Sec. 5,  ch.  ii.,  296. 

missions  in  class,  297. 

reviews  in  class,  296. 

temperance  in  class,  297. 

Class,  The  Normal,  Pt.  I.,  Sec. 
5,  ch.  v.,  136,  38. 


INDEX. 


323 


Classes  as  advanced  to  have  new 
teachers,  42. 
"     ,  basis  of,  117. 
"     ,  Bible,  for  Adults,  Pt.  I., 

Sec.  5,  ch.  iv.,  132. 
"       breaking  up  before   the 

end  of  school,  34. 
"       in  home  department,  148. 
"       in  the  school,  23,  117. 
"       literary  meetings  of,  302. 
"       questioning  the    school, 

87. 
"     ,  social  gatherings  of,  302. 
Classification,  basis  of,  117. 

"  of  the  school,  Pt. 

I.,  Sec.  5,  117. 

into  classes,  117. 

according   to   scholarship, 

118. 

according  to  age,  11 8. 

"  "  social   condi- 
tion, 118. 

into  departments,  1 19. 

Clearness  of  statement,  260. 
Closing  exercises,  73. 

"       the  school,  24,  73, 
"       the  School  in  Summer 
and    Winter,    Pt.    I., 
Sec.  7,  ch.  v.,  186, 
Commencement  Day,  109. 
Commentaries,  not  to  be  used  in 
the  class,  248. 
♦'  ,  Use  of,  in   Pre- 

paring the  Les- 
son,   Pt.      II., 
Sec,  3,  ch.  iii., 
248. 
Committee,  Benevolent,  59. 
"  Calling,  59. 

"  Entertainment,  59. 

"  Executive,  57. 

"  Finance,  58. 

"  Instruction,  60. 

"  Library,  60. 

"  Missionary,  58. 

«*  Relief,  60. 

"  Social,  59. 


Committee,  Temperance,  58. 
Conimiltees     of     the     Sunday- 
school  ;  Pt.  I.,  Sec.  3,  ch.  iii., 

,57- 
Common-sense    in   the  teacher, 

235- 
Communities,  rural,  208. 

"  ,  rural,  of  divided 

religious  beliefs, 
209. 
Concert,  the  Sunday-school,  109. 
Conference  meetings  for  teach- 
ers, 51. 
Confidence  in  the  Bijjle,  218. 
Congregational     Sunday-School 
and  Publishing  Society,  210. 
Considerations  at  the  Basis  of 
Teaching;    Pt.    II.,    Sec.    i, 
213. 
Consistency  in  the  superintend- 
ent, 27. 
"  in  the  teacher,  232. 

Constitution  of  a  Sunday-school, 

174. 
Control  of  the  thought  of  the 

class,  294. 
Context  to  be  studied,  245. 
Controversy,  evils  of  in  classes, 

133.  294. 
"  evils  of  in  teachers' 

meetings,      143, 

145- 
Conventions ;  Pt.  I.,  Sec.  8,  ch. 

ii.,  91,  198. 

advantages  of,  198. 

clergymen  at,  199. 

distinguished    from    insti- 
tutes, 198. 

rejiorts  of  missionary  work 

in,  200. 

to  l)e  made  profitable,  199. 

Conversation  witli  pupils  on  re- 
ligion    by     the 
pastor,  50, 
"  with  pupils  on  reli- 

gion by  the  super- 
intendent, 45. 


324 


INDEX. 


Conversation  with  pupils  on  re- 
ligion    by    the 
teacher,  294, 
"  of    parents,    influ- 

ence of,  54, 
Conversational  meetings,  52. 
Conversion,  307. 
Conviction,  306. 
Cooperation     of    church     with 
school,  14. 
"  of    parents    with 

school,  54. 
"  of     pastor      with 

superintendent, 
40,  48. 
"  of     school     with 

church,  15. 
"  of  superintendent 

with  teacher,33. 
"  of    teacher    with 

church,  226. 
"  of    teacher    with 

pastor,  225. 
"  of     teacher    with 

superintendent, 
224. 
Correspondence  schools,  137. 

"  classes  in  home 

department, 
149. 
Country,  see    Rural   Neighbor- 
hoods. 
"        churches,  duty   of,  to 

out-districts,  182. 
"        the  influence  of,  183. 
"        Sunday-schools;  Pt.  I., 
Sec.  7,  ch.  iii,,  179. 

encouragement  of,  183. 

limitations  of,  183. 

Courses  of  study,  13,  129. 

"       of     study    for     supple- 
mental lessons,  80. 
Covenant  of  teachers,  40. 
Cradle  roll,  124. 
Cranks  in  a  Bible  class,  133. 
"      in  a  teachers'  meeting, 
145- 


Criticism  to  be  avoided,  54. 
Cure,  curate  and  curacy,  300. 
Curiosities  of  the  Bible,  museum 

of,  163,  273. 
Current  Topics  class,  134. 

Danger  in  Sunday-school  enter- 
tainments, 96. 
Debating    societies    for    young 

men,  131,  302. 
Debating,  see  Controversy. 
Decorum,  ideas  of,  298, 
Denominational  advantages   in 
union  schools, 
209. 
"  benevolences, 

91. 
"  feeling,       191, 

208. 
"  schools,    when 

desirable,i9i, 
"  and      union 

schools,    rela- 
tion of,  Ft.  I., 
Sec.  7,  ch.  vi,, 
191. 
Denominations,  number  of,  209. 
Department,  adult,  119. 
"  home,  119. 

"  intermediate,    1 19. 

"  junior,  119. 

•'  kindergarten,     see 

Kindergarten. 
"  Normal,   see   Nor- 

mal Class. 
"  primary,      Pt.     I. 

Sec.    5,    ch.    ii. 
121,  119. 
"  senior,  1 19. 

Departments  in  the  school,  119 
"  promotions    from 

120. 
Details  planned  by  superintend 

ent,  24. 
Development  of  character,  308 
"  of   giving,    meth 

ods  for,  92. 


INDEX. 


325 


Devoutness  in  the  school,  32. 

"  "    "    teacher,  292. 

Dictionary  of  the  Bible  needed 

by  teacher,  245. 
Didactic  aim  of  Sunday-school, 

220. 
Differences  in  needs  of  pupils, 
285. 
"  peculiarities  of  pu- 

pils, 284. 
"  surroundings  of  pu- 

pils, 284. 
Difficulties  in  human  nature  to 

overcome,  287. 
Dinners,  Christmas  and  Thanks- 
giving, 91. 
Direction  of  the   school  by  Su- 
perintendent, 24. 
Disadvantages  of  closing  school 
in  summer, 
189. 
*«  of  closing  school 

in  winter,  186. 
Discipline  of  the  school,  respon- 
sibility   of  parent, 

55- 
"  of  the  school,  respon- 

sibility of  superin- 
tendent, 31. 
"         of  tlie  school,  respon- 
sibility of  teacher, 
298. 
"         see  Order. 
Disorder,  the  harm  done  by,  298. 
District  Sunday-schools,  182. 
Dismissal  of  school,  see  Closing 

the  school. 
Division  of  subjects  pertaining 

to  Sunday-school,  7. 
Divisions,  Necessary,  of  Sunday- 
school ;  Pt.  I.,  Sec.  5,  ch.  i., 

"7-. 

divisions  into  classes,  117. 

divisions  into  dejiartments, 

119. 

promotion,  120. 

Doctrinal  study,  79,  133. 


Drill,    musical,    in    the    school 

hour,  76. 
Duties  of  churches  to  outlying 
Sunday-schools,     178, 
182. 
"       of  committees,  57. 
"       of  librarian,  157. 
"       of  parents  to  the  school; 
Pt.   I.,  Sec.  3,  ch.  ii., 

54. 
"       of  pastor  to  the  school, 
Pt.   I.,  Sec.  3,  ch.  i., 

47- 

"       of  secretary,  62. 

"  of  superintendent,  Pt.  I., 
Sec.  2,  ch.  i.,  23. 

"  of  teachers  as  pastors  of 
classes,  300. 

"  of  teachers  to  church, 
226. 

"  of  teachers  to  pastor, 
225. 

"  of  teachers  to  superin- 
tendent, 224. 

"       of  treasurer,  63. 

"  of  young  people's  socie- 
ties to  school,  Pt.  I., 
Sec.  3,  ch.  v.,  66. 

"  of  young  people's  socie- 
ties to  schools  apart 
from  churches,  68. 

"     ,  practical,  in  life,  130. 

Easter,  in. 

Edification,  308. 

Education,  in  the  teacher,  235. 

"        ,  what  it  is,  262. 
Educational  aim  of  the  Sunday- 
school,  220. 

"  entertainments, 

lOI. 

"  scholarships,  90. 

Emotions  to  be  trained  to  love 

God  and  man,  289. 
Emulation,  166. 
English     Hall     Sunday-School, 

New  Haven,  Conn.,  1S4. 


326 


INDEX. 


Entertainment  committee,  59, 

Entertainments  in  Sunday- 
school  ;  Pt.  I.,  Sec.  4,  ch.  vi., 
96. 

cautions  regarding,  97. 

educational,  loi. 

danger  in,  96. 

forms  of,  99. 

inopportune    and    unwise, 

97- 
in   Sunday-school,  not  for 

children  only,  98. 
Epworth  League,  66. 
Esprit  de  corps  in  the  school, 

Established  principles  regarding 

Sunday-schools,  8. 
Evangelistic  aim  of  the  Sunday- 
school,  220. 
"  meetings,  182. 

"  power,  the  test  of 

value,  194. 
Evangelization  by  the  home  de- 
partment, 150. 
"  through  the  Sun- 

day-schools, 
II. 
"  ,  see  Mission- 
ary  (Sunday- 
school)  Work. 
Evidences  of  Christianity,  class 

Example,  young  men's,  useful- 
ness of,  128. 

Examinations,  written,  88. 

Exchange  of  libraries  between 
schools,  156. 

Executive  Committee,  29,41,  57. 

Exercises,  order  of,  in  Sunday- 
school,  73. 
'<         for  children,  112. 

Exhibition  of  pert  or  over- 
dressed children,  II 2. 

Expelling  pupils  from  the  school, 

35- 
Expenses  of  the   school    to   be 
met  by  the  church,  15,  89. 


Experience  in  teaching,  243. 
Eye,  appeals  to,  86,  271. 

Faith  of  children,  275,  287. 

Family  churches,  1 1. 

"      classes  in  home  depart- 
ment, 148. 

Familiarity  with  the  subject 
taught,  261. 

Features,  Special,  of  the  Sun- 
day-school ;  Pt.  I.,  Sec.  4,  70. 

Feeling  in  the  teacher,  260. 

Finance  Committee,  58. 

Finances  of  the  Sunday-school 
should  come  from  the  church, 
15,  89. 

Fitch,  J.  G.  on  the  Art  of  Ques- 
tioning, 263. 

Fitness,  the  Teacher's;  Pt.  II., 
Sec.  2,  ch.  i.,  228. 

Flower  missions,  91. 

Foreign  Sunday-school  Associa- 
tion, 211. 

Forms  for  worship,  73. 

"      of  review  exercises,  85. 

Fresh  air  funds,  91. 

Froebel  on  the  Kindergarten, 
281. 

Friend,  the  teacher,  a  personal, 
300. 

Furnishings  for  room  of  primary 
department,  126. 

Furniture  in  Sunday-school 
room,  169. 

Givers  to  dispose  of  their  gifts, 
90. 

Giving,  see  Benevolence. 

"       in  church  channels,  94. 

Golden  Text,  use  in  reviews,  87. 

Graded  systems  of  Bible  study, 
19,  129. 

Grading  the  Sunday-school,  13. 

Gray,  Dr.  J.  M.  conducting  syn- 
thetic Bible  classes,  135. 

Greek  Testament,  class  in,  1 16. 

Growth  in  grace,  308. 


INDEX. 


327 


Habits  of  the  teacher,   Tt.  II., 

Sec.  2,  ch.  iv.,  239. 
Habits,  right,  290. 
Harmony      between      Sunday- 
school  and  church,  15. 
Harvest  Day,  112. 
Heaven,    fitting    the    soul    for, 

214. 
Helpers  of  the  Superintendent; 

Pt.  I.,  Sec.  3,  47. 
History,    as     recorded    in    the 
Bible,  219. 
"  of  the  school,  63. 

"       ,  religious,  to  be  stud- 
ied, 81, 
Hitchcock,    L.    E.,   on   supple- 
mental lessons,  79. 
Holy  Spirit's  aid  needed  by  the 
teacher,  236. 
«'      Spirit's  aid  to  be  sought, 

245- 
Home,  see  Parents. 
Home  Department ;  Pt.  I.,  Sec. 
5,  ch.  vii.,  147. 

advantages  of,  150. 

classes  in,  148. 

day,  1 10. 

membership  in,  149. 

object,  147. 

organization,  147. 

outfit  for,  149. 

• parents  to  be  in,  56. 

useful  in  summer,  190. 

Home    Department,    useful    in 
winter,  187. 
"        Department  in  a  coun- 
try village,  151. 
"         Department  in  a  great 
city,  151. 
Honors  as  rewards,  166. 
Human  nature,   knowledge  of, 
242. 
"        nature,    difficulties    in, 
to  overcome,  287. 
Ilurlburt,  Dr.  J.  L.   on  supple- 
mental studies,  So. 


Idea  of  Sunday-school  always 
in  the  church,  9. 

Ignorance  in  the  teacher,  235. 

Illustrations ;  Pt.  II.,  Sec.  4, 
ch.  iv.,  267,  259. 

advantages  of,  267. 

cautions  regarding,  269. 

how  to  use,  268. 

Imperfection,  teacher's  sense  of, 
228. 

Im])rovcments  needed  in  Sun- 
day-school methods,  1 1. 

Imagination  in  childhood,  286. 

Imparting  knowledge,  power  of, 

237  • 
Independence    in    the    superin- 
tendent, 29. 
"  of  thought,  248. 

"  on    the    part   of 

Sunday-school, 
temptation    to, 
14. 
Independent  Sunday-s  c  h  o  o  1  s, 
see    Sunday- 
schools   separate 
from  churches. 
"  thought,        impor- 

tance of,  248. 
Indifference,  288. 

"  to     the      Sunday- 

school     by    the 
church,  14. 
Infant  Class,  see  Kindergarten 

and  Primary  Department. 
Inferior  aims  in  Sunday-school, 

17- 

Influence,  how  secured,  232. 
"         religious,  of  the  Sun- 
day-school, 17. 
Information  demanded  by  young 
men,  129. 
"  to  be  given  regard- 

ing    objects     o  f 
benevolence,  93, 

94. 
Institutes;    Pt.   I,,   Sec.   8,  ch. 
iii.,  201. 


328 


INDEX. 


Institutes,  constituency  of,  201. 

facilities  of,  204. 

methods     of     conducting, 

201,  203. 

object  of,  201. 

success  of,  202. 

topics  for,  203. 

Installation  of  teachers,  40. 
Instruction  Committee,  60. 

"  in    Sunday-s  c  h  o  o  1 

must    compare 
with  that  of  day 
school,  129. 
«*        ,  Normal,  136. 
"  the   object   of  Sun- 

day-school    Insti- 
tutes, 201. 
Intellect  to  take  right  views  of 

life,  288. 
Intemperance,  see  Temperance. 
Interest  in  the  Bible,  218, 
"        "   missions,  94. 
"        '*   the  lesson  as  an  evi- 
dence of  success- 
ful teaching,  252. 
Intermediate  Department,  119. 
International    Lesson    Commit- 
tee, 196. 
"  Lesson      system, 

20,  196, 

"  Sunday-school 

C  o  n  V  e  n  tion, 

196, 

**  Union  of  Primary 

Teachers,  207. 

Interruptions  in  the  study-hour, 

33: 

Inquiry  meetings,  52. 

Inventor  absorbed   in   thought, 

256. 
Isolated    Sunday-schools,    see 

Sunday-schools  separate  from 

churches. 


Jewish  Bible  schools,  10. 
Joy  of  doing  good,  216. 


Kindergarten ;    Pt.   II.,  Sec.  4, 
ch.  vii.,  278,  121. 

appliances,  281. 

in      the      Sunday-school, 

282. 

illusiration  of  its  methods, 

279. 

peculiar  features  of,  278. 

principles,  280. 

Kindergartner's    letter    against 
the   Kindergarten  in  Sunday- 
school,  282. 
Kindness  in  the  teacher,  291. 
Knowledge  increased  by  teach- 
ing, 215. 
"  of  Bible  needed  by 

the  teacher,  236, 
241. 
"  of    human    nature, 

242. 
"  on  part  of  the  class, 

253- 
"  power  of  imparting, 

2ZT. 


Lands  of  the  Bible,  lectures  on, 

lOI. 

Leader  of  Bible  class,  132. 
"        "    class  of  young  men, 

127. 
"        "    normal  class,  138. 
"        "    teachers'       meeting, 

143- 
Lectures  with  the  stereopticon, 

lOI. 

Lecturing   in    the    class    to   be 

avoided,  293, 
Lesson  Helps,  246,  248. 

"  "       must  not   super- 

sede the  Bible, 
249. 
"  "       needed  by  pupil, 

55- 
"  "     ,  use   of,   Pt.    II., 

Sec.  2,  ch.  iii., 

248. 


INDEX. 


329 


Lesson  Helps,  what  may  be  al- 
lowed in  the  class,  293. 
Lesson,  Preparation  of  the,  Pt. 
IL,  Sec.  3,ch.  ii.,  245. 
"      -quarterlies,  see  Quarter- 
lies. 
"      -topics,    to    be    memor- 
ized, 85, 
Lessons,  object,  86,  271. 

«        on    temperance,  quar- 
terly  or    otherwise, 
105. 
"      ,  study  of,  to  be  encour- 
aged by  jiarents,  55. 
"         Supplemental,   Pt.    I., 

Sec.  4,  ch.  iii.,  79. 
"         to  be  learned  at  home, 

55- 
Letters  commending  pupils   to 

other  schools,  190. 
Librarian,  64,  157. 

"  character  of,  157. 

'«  duties  of,  157. 

"  should  he  be  a  Chris- 

tian ?   157. 
Library  of  the   Sunday-school ; 
Pt.  L,  Sec.  6,  ch.  i., 

'53- 
"        books,     how     secured, 

156. 

"        books,     how    selected, 

155- 
««         Class  Loan,  134. 

"         committee,  60. 

"         help  in  country  schools, 

182. 

"        reference  for  teachers, 

156. 

"         rotating,  182. 

♦'         should  be  suitable   for 

Sunday  reading,  154. 

"      ,  town,  155. 

Life  of   independent  or  union 

Sunday-schools,    length 

of,  177,  193. 

"      right  views  of,  2SS. 

Lilies  of  the  field,  267. 


Linoleum  for  blackboards,  163. 

Literary    societies     for     young 
men,  131,  302. 

Lithogra))hs,  colored,  159. 

Long-lived     union    Sunday- 
schools,  177,  193. 

Logical  order  of  thought,  265. 

Lord's  Prayer,  use   of  in  wor- 
ship, 71,  72. 

Love  of  souls  needed,  242. 
"      for  teacher,  253. 

Manila  paper,  163. 
Mnp-dnlls,  277. 
Maps,  160,  273. 

"      dissected,  outline,  putty, 
raised,  sand,  161. 
Married    couples    in    a    Bible 

class,  134. 
Massachusetts      Sabbath-school 

Society,  210. 
May  Anniversary,  ill. 
Meetings  for  prayer,  see  Prayer 
Meetings. 
"         of  Primary  Teachers' 

Union,  207. 
"       ,  social,  of  classes,  302. 
"       ,  Teachers',  Pt.  I.,  Sec. 

5,  ch.  vi.,  140, 
"       ,  temperance,  107. 
Membership    in   home    depart- 
ment, 149. 
Memorial  Day  observed  as  May 

Anniversary,  ill. 
Memorials  of  good  work,  167. 
Memorizing  principal  points  of 
lesson,  85. 
•'  Scripture,  166. 

*'  the  catechism,  166. 

"  topic  of  lesson,  85. 

Memory  aided  by  reviews,  82. 
"      ,  importance  of  training, 

257. 
"         its  place  in  the  process 
of  teaching,  257. 
Methods  in  secular    education, 
12. 


330 


INDEX. 


Methods  in  the  Sunday-school, 
improvement  need- 
ed, II. 
"  of  the  American  Sun- 
day-School Union, 
172. 
"  "  teaching,  256. 

Mimeograph,  161. 
Mission  chapels,  184. 

"        Sunday-schools    in    the 
city,    Pt.   I.,  Sec.    7, 
ch.  iv.,  184. 
"        Sunday-schools,    needs 

of,  185. 
"        work  in  church  schools, 
184. 
Missions,  addresses  on,  93. 
"         in  the  class,  297, 
"         interest  in,  93. 
Missionaries    of   the    American 
Sunday-School    Union,    work 
of,  172. 
Missionary  Committee,  58. 

"  (S.  S.)  organizations 

to  be  aided,  171. 
"  (S.  S.)  Societies,  Pt. 

I.,  Sec.  8,  ch.  v., 
208. 
"  (S.  S.)  work,  92,  208. 

"  "         "  ,  churches 

should 
do  more 
of     it, 
171. 
Misuse  of  lesson  helps,  248. 
Model  of  the  tabernacle,  164. 
Moody  Institute  at  Chicago,  137. 
Moral    safeguards    against    in- 
temperance, 103. 
Morality  to  be  taught  in   Sun- 
day-school, 217, 
Morning  service,  Sunday-school 
after  the,  1 14, 
"         service,  Sunday-school 
before  the,  1 14. 
Motion  essential  in  teaching  lit- 
tle children,  122. 


Motion  songs,  277,  280, 
Museum    of    Bible    curiosities, 

163,  273. 
Music  in  the  Sunday-school;  Pt. 
I.,  Sec.  4,  ch.  ii.,  75. 

drill  in  school  hour  to  be 

avoided,  76. 
for    the    primary    depart- 
ment, 125. 

motion  songs,  277,  280. 

,  orchestral,  77. 

quartet,  77. 

to    be    rendered    by    the 

school,  77. 

Necessity  of  divisions  in  the  Sun- 
day-school; Pt.  I., 
Sec.  5,  ch.  i.,  1 17. 
"         "  education     in    the 

teacher,  235. 
"         "  Sunday-school    e  n  - 
tertainments,  96. 
*'         "  trained  superintend- 
ent, 12. 
"  "  trained  teachers,  12, 

136. 
"         "  union     Sunday- 
schools,  181,  209. 
Neglect  of  church-going,  16. 
Neighborhood  classes  in  home 

department,  149. 
Newell,  W.  R,  conducting  syn- 
thetic Bible  class,  135. 
New  families,  reached  by  calls, 

46,  59. 
New    Paltz,    N.    Y.,    Sunday- 
school  with    branch   schools, 
170. 
New  scholars,  how  secured,  59, 
123,  165. 
"     Sunday-schools,  how  to  es- 
tablish them,  Pt.  I.,  Sec. 
7,  ch.  i.,  170. 
Normal   Class ;    Pt.   I,,   Sec.  5, 
ch.  v.,  136,38. 

list   of  books  to  be   read. 

Appendix. 


INDEX. 


331 


Normal  Class,  often  should  be 
union,  137. 

time  for  hoKling,  138. 

wliat  to  study,  138. 

wiio  should  teach,  138. 

Normal  instruction  in    colleges, 

etc.,  136. 
"        superintendents,  204. 
"        training,  13. 
Nursery  of  the  church,  Sunday- 
school,  the,  10. 


Object,  see  Aim. 
Object  lessons,  86. 

Teaching,    Pt.    IT.,   Sec. 

4,  ch.  v.,  271,  259. 

caution  regarding,  271. 

for  the  very  young,  122. 

forms  of,  272. 

Officers,  number  needed,  61. 

"        of  the    Sunday-school, 

174- 
"        (subordinate)     of     the 
school,  see  Subordin- 
ate Officers. 
Older  boys,  how  to   keep  them 
in   the  school,    Pt.  I.,  Sec.  5, 
ch.  iii.,  127. 
Opening  services,  70,  73. 

"         the  school,  24. 
Old    Testament,    the     Sunday- 
school  idea  in, 

9- 

"  ««  illustrates  the 

Ne;v,  249. 
Opportunity  for  Christian   work 

in  Sunday-school,  213. 
Order,  see  Discipline. 

"       as  an  evidence  of  suc- 
cessful teaching,  252. 
"       in    the    class,   how  pre- 
served;  Pt.  II.,  Sec. 

5,  ch.  iii.,  298. 

"  in  the  class  to  be  se- 
cured by  the  teacher, 
292. 


Order,   in    the    school ;     Pt.    I,, 
Sec.  2,  ch.  iii.,  31. 
"       of  services,  73. 
"       of  services  at  installation 
of  teacher,  40. 
Orchestra  in  the  Sunday-school, 

77. 
Organization    of   home   depart- 
ment,  147. 
"  of     new     Sunday- 

schools;     Pt.     I., 
Sec.  7,ch.  i.,  170. 
Origin  of  the  Sunday-school,  9. 
Origin    of    the     Sunday-school 

among  the  Jews,  9. 
Origin  of  the  Sunday-school  in 

early  Christian  church,  10. 
Origin    of    the    Sunday-school 

with  Robert  Kaikes,  10. 
Osgood,  C.  W.'s  Bibie  class,  134. 
Outfit  for  the  home  department, 

149. 

Outfit   for  the  primary  depart- 
ment, 126. 

Outline  maps,  161. 

Papers    for   the   Sunday-school, 

159- 
Papers  for  the  Sunday  school  to 

aid  in  preparing  lessons,  159. 
Papers  for  the  Sunday-school  for 

little  folks  in  place  of  library, 

159- 
Papers  to  be  read  on  the  lesson, 

86. 
Parable  of  the  vine,  85. 
Parents  at   Sunday-school  soci- 
ables, lOI. 
*'        to  be  called  on  by  su- 
perintendent, 46. 
"        to  be  in  Sunday-school, 

Parents'  Day,  no. 

"         duty  to  the  school ;  Pt. 
I.,  Sec.  3,  ch.  ii.,  54. 

to   avoid    criticism  of  the 

school,  54. 


332 


INDEX. 


Parents  to  join  school  or  home 
department,  56. 

to  promote  discipline,  55. 

to  secure  children's  attend- 
ance, 54. 

to    see    that    lessons    are 

learned,  55. 
Pastoral  duties  of  the  teacher, 

Pt.  II,,  Sec.  5,  ch.  iv.,  300. 
Pastoral    work    of  the  superin- 
tendent,   Pt.    I.,   Sec.   2,   ch. 
vi.,  44. 
Pastor,  duties  of  teacher  to,  225. 
"        teaching  temporarily,  49. 
"      ,  the    teacher  a,    Pt.  II., 
Sec.  5,  ch.  iv.,  300, 
Pastor's     advice     in     clioosing 
teachers,  40,  41. 
*'       inquiry  meeting  support- 
ed by  teachers,  226. 
Pastor's  relation  to  the  Sunday- 
school  ;    Pt.    I,,    Sec. 
3,  ch.  i.,  47. 

aids  the  teachers,  49,  51. 

chief  officer  of  the  school, 

47. 
consults   with    superinten- 
dent, 48, 
converses  on  religion  with 

the  pupils,  50. 
how  he   can   aid    in    the 

school,  49. 
how  he    can   aid   outside 

the  school,  47. 
interests  the  church  in  the 

school,  47. 
should    he    teach    in    the 

school  ?  49. 

sums  up  the  lesson,  51. 

visits  the  classes,  50. 

Pauperism,  danger  of  in  mission 

schools,  185. 
Paul's  character  as  an  apostle, 86. 

"      voyages,  86. 
Peculiarities  of  the  child,  285. 
"  of  the  little   child, 

274. 


Pedagogy  to  be  studied,  242. 
Pencil,  use  of,  272. 
Persuasion,  306. 
Philadelphia  Sunday  and  Adult 

School  Union,  208. 
Photographs    of   Bible   scenes, 

160. 
Picnics,  99. 
Picture  cards,  159. 
Pictures,  160,  272. 
Piety  in  the  superintendent,  28. 

"      "    "    teacher,  244. 
Place   of  meeting   for  primary 

department,  125. 
Place   of  meeting    for   mission 

school,  173,  I  So. 
Plans  of  the  superintendent,  24. 
Pledge,  the  temperance,  106. 
Plymouth,  N.  H.,  home  depart- 
ment in,  151. 
Poetry  of  the  Bible,  219, 
Points  of  view  from  which  to  re- 
gard Sunday-schools,7. 

"    ,  principal,  of  the  lesson  to 
be  memorized,  85. 
Population,  changes  in,  208. 
Practical  aim  of  the  Bible,  239. 
"         application  of  the  les- 
son, 246. 
"         duties  in  life,  130. 
Prayer,  as  a  part  of  worship,  72. 

"       in  behalf  of  the  school, 

"       in  preparing  the  lesson, 

245. 
*<       in  the  class,  309. 
"       -lists,  309. 
"     ,  Lord's,   to   be    used  in 

worship,  71,  72. 
"     ,  private,  by  teachers  and 

pupils,  309. 
"     ,  the  use  of,  309. 
Prayer-meetings    for    teachers, 
140, 
"  "  in    behalf    of 

the  Sunday- 
school,  48. 


INDEX. 


333 


rraycr-mcclings    in  Sunday- 
school,     24, 
49. 
"  ««  of  classes,  303. 

«•  "  with    Sunday- 

school      les- 
sons as  top- 
ics, 48. 
Preaching   distinct  from  teach- 
ing, 10,  262, 
"         in  a  Bible  class,  132. 
Preparation  for  a  review,  84. 
"  for   Teaching,     Ft. 

II.,  Sec.  3,  241. 
"  of  the   Lesson ;  Pt. 

II.,   Sec.    3,   eh. 
ii.,  245. 

analyze  the  passage,  246. 

books  required,  245. 

Holy  Sj^irit  to  be  sought, 

245. 

select     lessons     for    class 

needs,  246. 

use  lesson  helps,  246. 

Presl)yterian  Sunday-school  mis- 
sionary department,  211. 
Prevention    from  intemperance 
the    work    of    the    Sunday- 
school,  104. 
Primary    Department ;    Pt.    I., 
Sec.  5,  ch.  ii,,  121. 

music  for,  125. 

one  class  or  many  in,  122. 

outfit  for,  126. 

separate  room  for,  125. 

should    be    kept    distinct, 

124. 

teaching  in,  125. 

Primary  Teacher's  Manual,  207. 

Primary  Teacher's   Union ;    Pt. 

I.,  Sec.  8,  ch.  iv.,  206. 

combination     of    unions, 

207. 

meetings  of,  207. 

nature  of,  207. 

organization,  206. 

publications  of,  207. 


Primary  Teaching;  Pt.  II.,  Sec. 
4,  ch.  vi.,  274. 

importance  of,  274. 

methods  of,  275. 

peculiarities    to    be    met, 

274. 

variety  in,  277. 

Principles  regarding  Sunday- 
schools,  established,  Pt.  I., 
Sec.  I,  9. 

Principles  regarding  Sunday- 
schools,  Fundamental,  Pt.  1., 
Sec.  I,  ch.  i.,  9. 

Printing  press,  161. 

Privilege  of  the  Teacher ;  Pt.  II., 
Sec.  I,  ch.  i.,  213. 

every  facility  for  work,  213. 

opportunity  of  Bible  study, 

215- 
reflex  benefits,  215. 

souls  fitted  for  heaven,  214. 

work  for  the  young,  214. 

Prizes     as     Sunday-school     re- 
wards, 165. 
Promotion  accompanied  by  cer- 
tificate, 120,  167. 
"  as  a  reward,  167. 

"  based  on  supplemen- 

tal lessons,  81. 
"  Day,  109. 

"  in  the  Sunday-school, 

120. 
Protestant    Episcopal    Sunday- 
School  Union,  21 1. 
Psalm,  the  Twenty-third,  85. 
Ptolemaic  system  of  astronomy, 

289. 
Public  Reviews ;  Pt.  I.,  Sec.  4, 
ch.  iv.,  82, 

how  conducted,  85. 

importance  of,  82. 

preparation  for,  84. 

requisites  of,  83. 


Public  school  teachers  in  Sun- 
day-school, 42. 

Public  schools  greatly  improved, 
20. 


334 


INDEX. 


Pupils,  books  required  by,  55. 
«<  called  on  by  superin- 
tendent, 45. 
"  called  on  by  teacher,  301. 
"  spared  for  teachers,  225. 
"  trained  for  teachers,  39. 
Pupil,  study  of  the,  Pt.  II.,  Sec. 

4,  ch.  viii.,  284. 
Punctuality      needed     in     the 
school,  31. 
"  needed  in  the  super- 

intendent, 31. 
"  needed     in      the 

teacher,  291. 
Putty  maps,  161. 

Qualifications  of  librarian,  64. 
"  "  secretary,  64. 

"  "  superintendent 

12,  27. 
"  "  teacher,  Pt.  II., 

Sec.  2,  228. 
"  "  treasurer,  64. 

Qualities  required  in  a  good  re- 
view, 83. 
Qualities  of  a  good  library  book, 

154. 
"        Desirable   in    the    Su- 
perintendent ;  Pt.  I., 
Sec.  2,  ch.  ii.,  27. 

all  qualities  desirable  not 

possible,  27. 

administrative      ability 

needed,  29. 

consistent  life,  27. 

familiarity  with  the  Bible, 

28. 

piety,  28. 

strong  will,  29. 

Quarterlies,    how    to    be    used, 

248. 
Quarterly  bulletin  of  the  Inter- 
national      Primary 
Union,  207. 
*<  Reviews,  82. 

"  temperance     lessons, 

105. 


Quartette  in  the  Sunday-school, 

77- 
Questioning,  260. 

"  ,  advantage  of  teach- 

ing by,  262. 
"  children    at    home 

on  lessons,  48. 
"  method  of,  264, 

««         ,  not  lecturing  in  the 

class,  293. 
"  The  Art  Of,  Pt.  II., 

Sec.    4,    ch.  iii., 
262. 
Questions   for  teacher's  self-ex- 
amination, 233. 
"  in  Bilile  class,  133. 

<*  raised     by     young 

people,  130. 
Quiet  in  the  school,  32. 


Raikes,  Robert,  10. 
Raised  maps,  16 1. 
Rally  Day,  no. 
Reading    suitable    for  Sunday, 
154. 
"        the    Scripture    lesson, 

245- 
"        list  of  books   for,   see 

Appendix. 
Readings,  elocutionary,  loi. 

*<  responsive,  71. 

Readjustment  of  school  in  sum- 
mer, 189. 
Reasoning,  257. 
Recitation,  see  Repetition. 
Recognition  of  birthdays,  124. 
Records  of  the  class,  62. 

"         "    "    librarian,  157. 
"         "    "    Sunday  -  school, 

62. 
*<         "    •«    teachers'     meet- 
ing, 62. 
Reference  Bible  needed,  245. 
"  library    for    Sunday- 

school    teachers, 
156. 


INDEX. 


335 


Reformed    (Clcrman)     Sunday- 
school  missionary  tlcpartment, 

211. 

Regeneration,  307. 
Regularity  of  attendance  need- 
ed in  the  teacher,  291. 
Relation  of  the   pastor    to    the 
Sunday-school,      Pt. 
I.,  Sec.  3,  ch.  i.,  47. 
"         of    Sunday-school     to 
church,   I't.   I.,  Sec. 
I,  ch.  ii.,  14. 

a   department   of   church, 

14. 

harmony  required,  15. 

temptation    to    independ- 
ence, 14. 
Relation  of  teacher  to  church, 
226. 
"        of    teacher    to   pastor, 
225. 
Relation  of  Teacher  to  Sunday- 
school  and  Church ; 
Pt.  II.,  Sec.  2,  ch. 
iv.,  224. 
"         of    Pastor    to  superin- 
tendent, 47. 
'*        of  Young  Peoples'  So- 
ciety     to      Sunday- 
scliool ;   Pt.  I.,  Sec. 
3,  ch.  v.,  66. 

mutually  helpful,  67. 

supplements      Sunday- 

school,  66. 
Relief  Committee,  60. 

"     ,  physical,  91. 
Religion   to   be  taught  in  Sun- 
day-school, 217. 
Religious    atmosphere    of    the 
school,  25. 
"  influence  of  the  Sun- 

day-school, 17. 
"  Life    of    Sunday- 

school,  Pt.  I.,  Sec. 
I,  ch.  iii.,  17,  185. 

temptation  to  inferior  aims, 

17- 


Remarks  at  the  end  of  the  les- 
son, 37,  51. 
Remembering  the  lesson,  257. 
Repetition  an  aid   to   memory, 
276. 
"  of     Lord's    Prayer, 

71.  72,  74.. 
"  of  Scripture  in  con- 

cert, 71,  73,  74. 
Reserve  class,  38. 
Report    from    Sunday-school  to 

the  church,  15. 
Respect   to    be    shown    young 

men,  128. 
Responsibility,  every   one's,   to 
be  respected, 

47- 

"  of    parents    for 

the  school, 
Pt.  I.,  Sec.  3, 
ch.  ii.,  54. 

"  of  the  Teacher; 

Pt.  II.,  Sec. 
i,ch.  iii.,  222. 

his  inadequate  idea  of  it, 

222. 

his  overestimate  of  it,  223. 

Responsive  readings,  71. 
Reunions  of  home  and  branch 

schools,  183. 
Reverence  for  the  Bible,  260. 

"  in  the  school,  32. 

Reviews;  Pt.  I.,  Sec.  4,  ch.  iv., 
82,  296. 
«*         of  class,  296. 
««         Public,  Pt.  I.,  Sec.  4, 
ch.  iv.,  82. 
Revised  translation  of  the  Bible 

copy  desirable,  245. 
Revivals,  sometimes  checked  by 

entertainments,  98. 
Rewards;  Pt.  I.,  Sec.  6,  ch.  iii., 
165. 

to    be    given    for    what, 

165. 
two  methods,  165. 

what  are  available,  166. 


336 


INDEX. 


Rice,   Dr.   E.  W,  on     Sunday- 
schools,  9. 
"       Dr.    E.    \V.     "  Sixty-six 
Sacred  Books  "  for  sup- 
plemental study,  80. 
"      Dr.    E.    W.   his     list   of 
books  for  reading,  139 
and  Appendix. 
"       Dr.  E.  \V.  on  tlie  country, 

179. 
"       Mrs.  Mary  G.,  on  lessons 
for  primary  class,  80. 
Roll  of  honor,  167. 
Roman  Empire,  condition  of,  86. 
Room   for  the   primary  depart- 
ment, 125. 
Rooms   for   the    Sunday-school, 
what  they  should  be, 
16S. 
"     ,  see  Architecture  for  the 
Sunday-school. 
Rose  Sunday,  1 11, 
Rural  neighborhoods,  difficulties 
in,  7,  179. 
"      neighborhoods,  difficulties 

in,  how  met,  iSo. 
"      neighborhoods,  helped  by 
home  department,  150. 
"      neighborhoods,  see  Coun- 
try. 

Sand  maps,  161. 

Saving  souls,  Pt.  II.,  Sec.  5,  eh. 
v.,  304,  214. 

Santa  Claus,  100,  275. 

Scei)tics  in  the  class,  treatment 
of,  130,  294. 

*'  Separateness     and     together- 
ness"  in  Sunday-school,  168. 

Scholars,  see  pupils. 

Scholarship  as  basis  for  classes, 
118. 
"  available  in  lesson 

helps,  250. 

Scholarships,  educational,  90. 

School,  see  Public  Schools  and 
Sunday-schools, 


Screens  in  schoolrooms  as  parti- 
tions, 169. 
Secretary,  duties  of,  62. 
Secretary's  records,  62. 

"  qualifications  of,  64. 

Sectarianism,  injury  of,  191. 
Selecting  Sunday-school  library, 

155- 
Seli-assertion  by  teacher,  224. 

Self-examination     by    teachers, 

Self-help  in  mission  Sunday- 
schools,  181. 

Selfishness,  287. 

Self  reliance  in  mission  Sunday- 
schools,  185. 

Self-restraint  in  superintendent, 

35- 

Self-support  in  mission  Sunday- 
schools,  181,  185. 

Self-will,  287. 
"      "      in  superintendent,  29. 

Servant  girls,  class  in  afternoon 
for,  115. 

Session  of  the  Sunday-school, 
when  to  hold,  Pt.  I.,  Sec.  4, 
ch.  ix.,  113. 

Simplicity  of  method  in  teach- 
ing, 261. 

Sin,  manifestations  of,  287. 

Singing-school  for  the  Sunday- 
school,  77. 

Singing,  see  Music. 

Smith,  J.  B.,  on  reviews,  85. 

Sliding  partitions,  169. 

Sociables,  100, 

"         for  teachers,  14 1. 

Social  Committee,  59. 

"      condition    as     basis    for 

classes,  1 18. 
**      meetings  of  classes,  302. 

Society,  a  temperance,  in  the 
Sunday-school,  106. 

Societies  of  young  men  for  de- 
bate, 131,  302. 

Sociology,  class  in,  134. 

Socratic  method,  264. 


INDEX, 


337 


Soul-saving;  Ft.  IT.,  Sec.  5,  ch. 

v.,  304,214,  226. 

"         «'         knowledge  of  the 

method  of,  243. 

"    -winning,    Pt.    II.,    Sec.  5, 

ch.  v.,  304,  214. 

prayer  in,  309. 

steps  in  the  process,  305. 

the    duty   of   the    teacher, 

304- 
Specialists  for  teachers,  42. 
Special    days    in    the    Sunday- 
school,  Pt.  I.,  Sec.  4, 
ch.  viii.,  109. 
"       features  of  the  Sunday- 
school,  Pt.  I.,  Sec.  4, 
70. 
Specific  gifts,  92. 
Spiritual  insight  needed  by  the 

teacher,  235. 
Spirituality  of  the  Sunday-school 
not  to  be  lowered 
by  entertainments, 

97- 
"  in    the    superinten- 

dent, 28. 
"  in  tlie  teacher,  244. 

Spring    Mills    Union    Sunday- 
school,  177. 
State     Sunday-school     Associa- 
tions; Pt.   I.,  Sec.  8,  ch.  i., 
196,  91. 
Strong,  Dr.  Josiah,  on  the  coun- 
try," 179. 
Stereopticon,  loi,  163. 
Stimulus  of  lesson-helps,  249. 
Strengthening,  308. 
Student    in    college,    usefulness 

of  his  example,  128. 
Study-liour  not  to  be  interrupted, 

"        "'    to  be  quiet,  32, 
S'uily  of  the    Bible,  see    Bible 
Study. 
"      of  the  lesson,  to  be  en- 
couraged   by    parents, 

55- 


Study  of  the  Pupil,  A;  Pt.  II., 
Sec.  4,  ch.  viii.,  2S4. 

difficulties    to    overcome, 

287. 

conditions  to  be  secured  in 

the  pupil,  288. 

need  of  adai:)tation,  2S4. 

peculiarities  of  the  child, 

285. 
Subordinate     Officers     of     the 
School ;  Pt.  I.,  Sec.  3,  ch.  iv., 
61. 

assistant     superintendent, 

6r. 

librarian,  64,  157. 

number  needed,  61. 

secretary,  62. 

Substitute  or  reserve  class,  38. 

«*         teachers,  38. 

•'         teacher,  pastor  as  a, 

50- 
Success   in    teaching;    Pt.    II., 

Sec.  4,  ch.  i.,  252. 

evidences  of,  252. 

on    what    it    depends    in 

teacher,  254. 

on  what  it  depends  in  pu- 

pil, 255. 
Summer   as    affecting   Sunday- 
schools;  Pt.  I.,  Sec. 
7,  ch.  v.,  186. 
"         visitors  should  attend 
Sunday  school,  190. 
Summing  up  the  lesson,  37,  51. 
Sunday  reading,  154. 
Sunday-school  a  department  of 
the      church, 
14. 
"  "       a  church  nursery, 

II. 
«  "       an    evangelizing 

agency,  1 1. 
•<  "     ,  an   independent, 

Pt.   I.,  Sec.  7, 
ch.  ii.,  176. 
"  "       ajipliances,      Pt. 

I.,  Sec.  6,  153. 


338 


INDEX. 


Sunday-school  Architecture ; 
Pt.  I.,  Sec.  6, 
ch.  iv.,  i68. 

furniture  in  a  school  room, 

169. 

take  what  we  can  get,  168. 

"  togetherness    and    sepa- 

rateness,"  168. 
Sunday-school  as  classified,  Pt. 
I.,  Sec.  5,117. 
<«  «      best  time  to  hold, 

Pt.  I.,  Sec.  4, 
ch.  ix.,  113. 
"  «       blessing  of,  8. 

«  «'       concert,  109. 

"  "       constitution,l74. 

"  "       Day,  no. 

"  "       for  adults  as  well 

as   for  young, 
98,  131. 
"  «       graded,  13. 

"  "       idea    always   in 

the  church,  9. 
"  "       lesson     in     the 

prayer  - m  ee  t - 
ing,  48. 
«  «       library,    Pt.     I., 

Sec.  6,  ch.  i., 

153- 
"  "       methods,  12. 

"  ««       missionary  work, 

Pt.  I.,  Sec.  8, 

ch.  v.,  208,  92. 
«  "     ,  power  of,  8. 

«  "       prayer-meetings, 

26. 
«  "       Rewards,  Pt.  I., 

Sec.  6,  ch.  iii., 

165. 
«  "       room,    what     is 

needed,  168. 
«  '<       Separate     from 

Any    Church ; 

Pt.  I.,  Sec.  7, 

ch.  ii.,  176. 

duty  of  churches  to  them, 

178. 


Sunday-school,    duty   of  young 
peoples'  societies  to  them,  68. 

long-lived,  177. 

often  must  be  so,  176. 

result  in  good,  176. 

the  only  religious  organi- 
zation, 178. 
Sunday-school  Supplies ;  Pt.  I., 
Sec.  6,  ch.  ii., 

"  "   ,Time  for  Holding, 

Pt.  I.,  Sec.  II, 
ch.  ix.,  113. 

*<  "       under  various 

conditions;  Pt. 
I.,  Sec.  7,  170, 

"  "       Union,  Ameri- 

can, see  Amer- 
ican Sunday- 
School  Union. 

«  "       Union     of    the 

Methodist 
Episcopal 
Church,  210. 

«  "     ,  to  teach  all  Scrip- 

tural truth, 
102. 

"  "       workers,  1 80. 

Sunday-schools  among  the  Jews, 

9- 
««  "       apart      from 

churches,    68. 
"  "       denominational, 

191. 
«  "       isolated,  68. 

'*  "       organizing  new, 

Pt.  I.,  Sec.  7, 
ch.  i.,  170,  92. 
«  "     ,  union,  171. 

"  «     ,  union,  when  de- 

sirable, 193. 
Superintendent,  calls  of,  44. 

•*  Choosing  Teach- 

ers;   Pt.    I., 
Sec.  2,  ch.  v., 

consult  pastor,  41. 


INDEX. 


339 


Superintendent,    public    school 

Superintendent,  allowing  no  in- 

teachers  valuable,  42. 

terrui)tions,  t^'^. 

f-i'.Ci/-»l'^lit.-ti-'      l^^ii>/lit/l           4^ 

calling  to  order,  31. 

T-\ll  11 /^t  110  1  1  f  ^r        -^  T 

Study  adaptations,  41. 

where  tind  good  teachers, 

38. 

ii                    rt  iiiiaf        ^  ^ 

IJUiCl,     j^. 

Superintendent  consulting  pas- 

 self-government,  35. 

tor,  48. 

treatment  of  bad  boys  and 

«             Duties  of,  Pt.  I., 

gi'ls,  34. 

Sec.  2,  ch.  i., 

Superintendent,  Qualities  of,  Pt. 

23- 

I.,  Sec.  2,  ch. 

choosing  teachers,  23. 

ii.,  27. 

classifying  school,  23, 

«            ,  the  one  desired, 

determining  religious  tone 

27. 

of  school,  25. 

"            ,  relation    of    to 

i'l  i  !■*:»<-*»  1  1^  rr    /-\fKi-»v£'        14 

the  pastor,47. 

having  right  ideas,  25. 

"               Teaching;     Pt. 

L,  Sec.  2,  ch. 

24. 

iv.,  36. 

planning  details,  24. 

at  quarterly  reviews,  37. 

superintending,  23. 

by  example,  36. 

Superintendent,  duties  of  teach- 

 the  teachers'  meeting,  37. 

ers  to,  224. 

teaching  teachers,  36. 

"            ,  For  the,  Pt.  I. ,9. 

teaching    through    others, 

"            ,  Helpers  of,  Pt. 

.    36. 

I.,  Sec.  3,47. 

Supplies  for  the  Sunday-school ; 

"              interested       in 

Pt.    I.,  Sec.    6,   ch.   ii., 

young      peo- 

159- 

ples'  society, 

blackboard,  162. 

26. 

(=»»-*  rri-o  \f\t'\  iTC        T  f\r\ 

**                  of     normnl     rlp- 

1 1  \^-%"^  i-ir        T  f  r\        t  f  ^ 

partme  n  t. 

lithographic  pictures,  159. 

204. 

maps,  160. 

"              of  home  depart- 

m 1  ni  pnoTi  nil      T  ^  i 

^^^^-^       lilllilV^W^lcll'tly         IWl. 

ment,  147. 
"              0 n e    w h 0    is 

miT^piim    of     T^iHliril     mn 

osities,  163. 

trained  need- 

■»-\<-* 1-Na  vr*          T  f  r\ 

p<i[)erh,    i^y. 

ed,  12. 

photographs,  1 60, 

"            ,  Pastoral    Work 

printing  press,  161. 

of,  Pt.  I.,  Sec. 

stereopticon,  163. 

2,  ch.  vi.,  44. 

Supervision     of     the     Sunday- 

fl-» /^ii  1  /■!       w^^lr^     ^^llr-            a     m 

school  by  the  church,  15. 

■   bllUUlU   IllclKc  Lclliby  44' 

Superintendent,  Place  of,  Pt.  I., 

Supplemental  Lessons ;    Pt.   I., 

Sec.  2,  23. 

Sec.  4,  ch.  iii.,  79. 

"               Preserving   Or- 

a  basis  for  promotions,  8 1. 

der,Pt.I.,Sec. 

text  books  for,  79. 

2,  ch.iii.,  31. 

topics  considered,  81. 

340 


INDEX. 


Support   of  the    Sunday-school 

by  the  church,  15. 
Sympathies  enlarged  by  teach- 
ing, 216. 
System,    International    Lesson, 
20,  196. 
"         needed    by    librarian 
secretary  and  treas 
urer,  64. 
Systems  of  Bible  Study  in  Sun 
day-school;    Pt.    I,,    Sec.    i. 
ch.  iv.,  19. 

advanced  Bible  study,  21 

graded  of  Bible  study,  19 

international,  20. 

Synthetic  Bible  classes,  135. 
"  "      study,  22. 


Tabernacle,  model  of,  164. 
Talk,    undue, — on    the    part  of 

superintendent,  34. 
Tardy  pupils,  how  utilized,  296. 
Teacher  as  pastor,  Pt.  II.,  Sec. 
5,  ch.  iv.,  300. 
"        For  the,  Pt.  I.,  213. 
««        Making  Ready,  Pt.  II., 

Sec.  3,  241. 
"      ,  must  he  be  a  Christian  ? 

230. 
"        needed  in  Bible  class, 

132. 
"        needed  for  young  men, 
127. 
Teacher  Preserving  Order  ;  Pt. 
II.,  Sec.  5,  ch.  iii.,  298. 

devising  better  conditions, 

299. 

interesting  the  pupils,  298. 

leading  pupils    to    Christ, 

299. 

taking  another  class,  299. 

teaching  decorum,  298. 

Teacher,  should  he  be  young  or 
old  ?  229. 
"         shrinking    from    h  i  s 
task,  228. 


Teacher,  That  Is  Wanted  ;  Pt. 
11.,  Sec.  2,  228. 
«         Teaching ;     Pt.    1 1 . , 
Sec.  5,  ch.  i.,  291. 

he   must  be  regular  and 

punctual,  291. 

"  must  be  kind,  291. 

"      "     preserve   good  or- 

der, 292. 

"  must  have  a  devout  spir- 

it, 292. 

"  must  use  helps  in  class 

sparingly,  293. 

*«  must  not  lecture,  293. 

*'     "     guide    thought    of 

class,  294. 

*'  must  converse  with   in- 

dividuals, 294. 
Teacher  Training  for  Service ; 

Pt.  II.,  Sec.  3,  ch.  i.,  241. 
must  know  his  Bible,  241. 

"     cultivate       Christian 

life,  244, 

"     cultivate     how     to 

bring    souls    to 
Christ,  243. 

"      cultivate     how     to 

teach,  242. 
Teacher   Winning    Souls;    Pt. 

II  ,  Sec.  5,  ch.  v.,  304. 

this  his  work,  304. 

the  method,  305. 

the  use  of  prayer,  309. 

Teacher  With  His  Class,>t.  II., 

Sec.  5,  291. 
Teachers   to   be    called    on    by 

superintendent,  44. 
Teacher's  Ability  to  Teach  ;  Pt. 

II.,  Sec.  2,  ch.  iii.,  235. 

apt  to  teach,  237. 

how  far   to   be    educated, 

235- 

Teacher's  Aim ;  Pt.  II.,  Sec.  i., 
ch.  ii.,  217. 

character  building,  220. 

educational  or  evangelis- 
tic, 220. 


INDEX. 


241 


Teaches  same  as  Bible,  217. 

to     awaken     inleiest    i  n 

Bible,  218. 
to  teach  morality  and  re- 
ligion, 217. 
— ■ —  to    urge    home    truths    of 

Bible,  219. 
Teacher's  care  of  souls,  300. 
««         Character;     Pt.     II., 
Sec.  2,  ch.  ii.,  232. 

essential,  232. 

questions  for  self-examina- 
tion, 233. 
Teacher's  duties  as  pastor,  300. 
"  duty  to  pastor,  225, 
«  «<    "  s  u  perintend- 

ent,  224. 
«  Fitness;  Pt.  IL,  Sec. 

2,  ch.  i.  228. 

best  determined  by  others, 

229. 

comes  by  God's  help,  228. 

developed  by  experience, 

229. 

must  he  be  a  Christian  ? 

230. 

must  he  be  young  or  old  ? 

229. 
qualities  needed,  231. 


unfitness  felt,  2 28. 
Teacher's  Habits;  Pt.  II.,  Sec. 
2,  ch.  iv.,  239. 

teaching     tested     by    the 

teacher,  239. 

their  importance,  239. 

Teacher's  Pastoral  Duties ;  Pt. 
IL,  Sec.  5   ch.  iv.,  300. 

care  of  souls,  300. 

Teacher's  Privilege,  Pt.  II.,  Sec. 
I,  ch.  i.,  213, 
«  Relation  to  Sunday- 
school  and  Church, 
Pt.  II.,  Sec.  I,  ch. 
iv.  224. 
"  Responsibility,  P  t . 
II.,  Sec.  I,  ch.  iii., 
222. 


Teachers,  choice  of,  23,  38,  41. 

"       ,  duties  of,  175. 

"  good,     how     made 

available,  38. 
"  helped  by  reviews,  83. 

"  how  chosen  by  super- 

intendent, Pt.  I., 
Sec.  2,  ch.  v.,  38. 
in  public  schools, 
value  as  Sunday- 
school  teachers,  42. 
"  installation  of,  40. 

"       ,  substitutes,  38. 
«»  to     be     clianged    as 

classes  advance,  42. 
"  "     be  specialists,  42. 

"  "      ««    trained,  12. 

Teachers'    business     meetings, 
140. 
"  conterence,  51,  141. 

"  covenant,  40. 

"  meetings    to    con- 

sider   the    lesson, 
142. 
Teachers'     Meetings;     Pt.     I., 
Sec,  5,  ch.  vi.,  140. 

aim  of,  144. 

how  conducted,  144. 

shall  they  be  union  ?   143. 

who    shall    teach    them  ? 

143- 
Teacher's  prayer  meetings,  140. 

"  sociables,  141. 

Teaching,  ability  in,  237. 

'<  by    the    superintend- 

ent, Pt.  I.,  Sec.  2, 
ch.  iv.,  36. 

«  defined,  262. 

«*  distinguished    from 

.    preaching,  10,  262. 

«  considerations  at  ba 

sis  of,  Pt.  II.,  Sec. 
I,  213. 

"  how  to  secure  result 

in,  259. 

«  In  Regard  to,  Pt.  II., 

Sec.  4,  252. 


342 


INDEX. 


Teaching   in    the    primary  de- 
partment, 125. 
"  methods  of,    I't.    II., 

Sec.  4,  ch.  ii.,  256. 
"  Primary,  Pt.  II.,  Sec. 

4,  ch.  vi.,  274. 
«'        ,  reflex  benefits  of,  215. 
"  should    be    adapted, 

249. 

"  shouldbe  simple,  261. 

"  Success   in,    Pt.    II., 

Sec.     4,     ch.     i., 

252. 

"       ,  Success  in,  evidences 

of,  252. 
"  through  others,  36. 

Temperance  Committee,  58. 
"  in  the  class,  297. 

«  ""Sunday- 

school ;  Pt.  I., 
Sec.  4,  ch.  vii., 
102. 

defined,  104. 

fundamental  principle, 

104. 
lessons,  quarterly  or  other- 
wise, 105. 

meetings,  107. 

must.be  taught,  I02. 

pledge,  106. 

sentiment,  107. 

society,  106. 

Temptation  of  Sunday-school  to 

independence,  14, 

"  "  Sunday-school    to 

inferior  aims,  17. 

"  "  superintendent  to 

self-will,  29. 
"  "  teacher  to  self  as- 

sertion, 224. 
Test  of  Christianity,  the  Chris- 
tian is,  239. 
"     "  the  Sunday-school,  18. 
"     "    "    union  Sunday-school, 
194. 
Text-Book,  a  Bible,  needed  by 
pupil  and  teacher,  56,  245. 


Text-Books  for  supplemental 
lessons,  79. 

Text  of  sermons  repeated  and 
recorded  by  pupil,  226. 

Thanksgiving,  1 1 2. 

Theatricals  in  Sunday-school, 
112. 

Thought,  independent,  impor- 
tance of,  248. 

Time  for  Holding  Sunday- 
school;  Pt.  I.,  Sec.  4,  ch.  ix., 

113- 

after  morning  service,  1 14. 

afternoon,  113. 

at  different  hours,  115. 

before     morning    service, 

114. 

best  time,  113. 

should     have    relation    to 

needs  of  the  church,  15. 

"  Togetherness  and  Sei:)arate- 
ness"  in  Sunday-school,  168. 

Topic  of  the  lesson  to  be  mem- 
orized, 85. 

Town  library,  155, 

Trained  superintendents  and 
teachers  needed,  12, 

Training  pupils  to  be  teachers, 

39. 
"         teachers,  12,  38,  39. 
Treasurer,  63. 

"  qualifications  of,  64. 

Treatment    of    bad    boys    and 

gi»"l5.  34- 
Trumbull,  Dr.  H.  C,  Yale  Lec- 
tures on   the   Sunday-school, 
10. 

Unconverted  teachers,  230. 
Understanding  the  lesson,  257. 
Unfitness,    teacher's    sense    of, 

228. 
Uniform  Bible  lessons,  see  In- 
ternational Lesson  System. 
Union,     American     Sunday- 
school,  see   American 
Sunday-School  Union. 


INDEX. 


343 


Union,  normal  classes,  137. 
♦«  Philadelphia      Sunday 

and  adult  school,  208, 
"         Primary  Teachers' ;  I't. 
I.  Sec.  8,  ch.  iv.,  206. 
"         Sunday  schools,  171. 
"         Sunday-schools,    when 
necessary,  181,  208, 
209. 
"         Sunday-schools,    long- 
lived,  177,  193. 
"         Sunday-scliools,    mis- 
sionary   work,    why 
desirable,  208. 
**         teachers'  meetings,  143. 
Unity  of  feeling  through  union 

Sunday-schools,  192,  193. 
Unworthy  music  to  be  avoided, 

76. 
Use  of  the  Bible  in  tlie  school,  19. 
Use  of  Lesson  Helps  ;  Pt.  II., 
Sec.  3,  ch.  iii.,  248. 

misuse  of,  248. 

value  of,  249. 

Vacations  of  Sunday-schools, 
188. 

Value  of  lesson  helps,  249. 

Variety  required  in  teaching  lit- 
tle children,  276,  277. 

Vincent,  Dr.  J.  H.  advises  the 
name    •'  Assembly," 

"        Dr.    J.  H.   on   supple- 
mental studies,  80. 
*'        Dr.  J.  H.  on  together- 
ness  and    separate- 
ness,  168. 
*'         Dr.  J.  H.  on   reviews, 
85. 
Visitation,  house  to  house,  181. 
Visitor  for  the  school,  59,  124. 
Visitors    for   the   home   depart- 
ment, 147. 
Visits  of  the  Sunday-school  mis- 
sionary, 172. 
Volitions,  289. 


Wall  pictures,  159. 

Walls  adorned  with   memorials 

of  good  work,  167. 
Welcome- 1 1  all     Sunday-school, 

New  Haven,  Conn.,  184. 
Wells,  Prof.  A.  R.,  on  the  lardy 

scholar,  296. 
Will  to  make  right  choices,  289. 
"  ,  how  divided,  289. 
"     of  the  superintendent,  29. 
Winning    souls.    The   Teacher, 

Pt.  I.,  Sec.  5,  ch.  v.,  304. 
Winter    as     affecting    Sunday- 
schools,  Pt,   I.,  Sec. 
7,  ch.  v.,  186. 
"       ,  should  schools  close  in, 

186. 
"       ,  the  leisure  of,  186. 
Work-girls,     classes     of,     115, 

119. 
Working    men's     Bible     class, 

116. 
Work,  Christian,   provided    for 
the  teacher,  213. 
"       for  young,  privilege  of, 

214. 
*'       of  the  teacher  attractive, 
223. 
Worldliness,  288. 
Worship  in  the  Sunday-school ; 
Pt.  I.,  Sec.  4,  ch.  i.,  70. 

addresses,  72. 

attention  given  to  it,  70. 

forms  for  worship,  73. 

orders  of  service,  73. 

prayers,  72. 

preparatory  to  Bible  study, 

primary  idea  of  Sunday- 
school  ?  70. 

repetition  of  Scripture  in 

concert,  71. 

responsive  reading,  71. 

W^ritten  examinations,  88. 

Young  and  old  to  be  together  in 
Sunday-school,  98,  100,  132. 


344 


INDEX. 


Young,  privilege  of  working  for, 
214. 

"  men  as  librarian,  secre- 
tary and  treasurer,  64. 

«  men  how  to  hold  in  Sun- 
day-school, Pt.  I.,  Sec. 
5,  ch.  iii.,  127. 

«  men  to  be  shown  re- 
spect, 128. 

«  men  need  helpful  in- 
struction, 129. 

«  men  to  be  made  of  serv- 
ice, 128. 


Young  People's  Society ;  Pt.  I., 
Sec.  3,  ch.  v.,  66. 

Baptist  Union,  66. 

Epworth  League,  66. 

of  Christian  Endeavor,  66. 

can  do  much  for  isolated 

Sunday-schools,  68. 
helps  Sunday-school  and  is 

helped  by  it,  67. 
supplements      Sunday- 

school,  66. 
helped  by  superintendent, 

26. 


Everything  needed  in 
Sunday-school  work 
may  be  purchased  from 

The  American  S.  S.  Union 

1122  Chestnut  Street 

PHILADELPHIA 


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